THE DEVELOPMENT AND USABILITY OF GRAVITATION SIMULATION

INTERACTIVE MODULE VIA WEB APPLICATION (WEBGSIM) AMONG

FORM 4 PHYSICS STUDENTS IN JELUTONG DISTRICT

QUAH KAH CHUN

THESIS STATEMENT FOR BACHELOR OF EDUCATION (PHYSICS) (HONS)

FACULTY OF SCIENCE AND MATHEMATICS

SULTAN IDRIS EDUCATION UNIVERSITY

2023
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DECLARATION OF ORIGINAL WORKS

I, Quah Kah Chun (D20191088390) from Faculty Science and Mathematics hereby

declare that the thesis for Bachelor of Education in Physics with Honors titled “The

Development and Usability of Gravitation Simulation Interactive Module Via Web

Application (WebGSIM) Among Form 4 Physics Students in Jelutong District” is my

original work. I have not plagiarised from any other scholar’s work and any sources

that contains copyright had been cited properly for the permitted meanings. Any

quotations, excerpt, reference, or re-publication from or any works that has copyright

had been clearly and well cited.

Date: 10 January 2023 _____________________

(QUAH KAH CHUN)

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ACKNOWLEDGEMENT

I would like to express my heartfelt gratitude to Assoc. Prof. Dr. Tho Siew Wei, who

has served as my supervisor and provided invaluable guidance and input throughout the

research process. From the early stages of preparation to the final writing of my thesis,

Assoc. Prof. Dr. Tho Siew Wei has consistently offered valuable suggestions and

support. In addition, I would like to thank Assoc. Prof. Ts. Dr. Shahrul Kadri bin Ayop

and Dr. Mohd Syahriman bin Mohd Azmi for their helpful suggestions and advice

during the implementation of my project. Besides, I would like to express my gratitude

to all of the lecturers in the Physics department who consistently provide emotional

support to all of the physics students for the final year project. My thanks also go to

Puan Chee Mun Yin, the senior assistant of the science committee at SMJK Heng Ee,

for her assistance with my research survey. Above all, I am deeply grateful to my

beloved family for their unwavering love and support throughout my studies and my

entire life. Without their encouragement and guidance, I would not have been able to

achieve my goals and succeed in my studies.

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ABSTRAK

Kajian ini bertujuan untuk membangunkan aplikasi web pendidikan "WebGSIM" untuk
topik Graviti dan menilai kebolehgunaannya di kalangan pelajar fizik tingkatan 4 di
daerah Jelutong. Ini adalah rekabentuk kajian pembangunan dan WebGSIM
dibangunkan berdasarkan model reka bentuk instruksional ADDIE. Model ADDIE
terdiri daripada lima fasa iaitu analisis, reka bentuk, pembangunan, pelaksanaan dan
penilaian. Selepas pembangunan, WebGSIM telah disahkan oleh dua pakar. Sampel
kajian ini terdiri daripada 67 pelajar fizik tingkatan 4 yang dipilih melalui pensampelan
rawak berkelompok daripada semua pelajar di daerah Jelutong. Kajian ini
menggunakan soal selidik kebolehgunaan 20 item yang disesuaikan daripada Model
Penerimaan Teknologi (TAM) untuk menilai kebolehgunaan WebGSIM. Data
dianalisis menggunakan statistik deskriptif min dan sisihan piawai. Data daripada dua
pakar menunjukkan bahawa WebGSIM yang baru dibangunkan mempunyai kevalidan
yang baik dengan persetujuan 100%. Min bagi konstruk mudah guna (M=4.43,
SD=0.664), kebermanfaatan (M=4.64, SD=0.532), sikap (M=4.69, SD=0.535), niat
perilaku penggunaan (M=4.62, SD=0.682) dan keupayaan diri (M=4.45, SD=0.622).
Min purata 4.57 diperoleh daripada keputusan yang menunjukkan bahawa WebGSIM
mempunyai kebolehgunaan yang baik. Kesimpulannya, WebGSIM adalah sah dan
boleh dipercayai, dengan tahap kebolehgunaan yang baik. Sebagai implikasi,
WebGSIM sesuai diimplementasikan ke dalam bilik darjah kerana WebGSIM boleh
membantu pelajar menggambarkan konsep abstrak dalam topik Graviti dengan
menggunakan simulasi 3D.
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ABSTRACT

This study aims to develop an educational web application ‘WebGSIM’ for the topic of
Gravitation and evaluate its usability among form 4 physics students in Jelutong District.
This is a developmental research design study and WebGSIM was developed based on
ADDIE instructional design model. ADDIE model has five phases which are analysis,
design, development, implementation, and evaluation. After development, WebGSIM
was validated by two experts. The research sample consisted of 67 form 4 physics
students that was selected through cluster random sampling from all the students in
Jelutong district. This research used a usability questionnaire of 20 items that was
adapted from Technology Acceptance Model (TAM) to evaluate the usability of
WebGSIM. The data was analysed using descriptive statistics of mean and standard
deviation. The data from two experts showed that the newly developed WebGSIM had
a good validity with 100% of agreement. The mean for the constructs of perceived ease
of use (M=4.43, SD=0.664), perceived usefulness (M=4.64, SD=0.532), attitude
(M=4.69, SD=0.535), behavioural intention (M=4.62, SD=0.682) and self-efficacy
(M=4.45, SD=0.622). An average mean score of 4.57 was obtained from the result
which showed that WebGSIM had a good usability. In conclusion, WebGSIM is valid
and reliable, with a good level of usability. For implication, WebGSIM is suitable to be
implemented into classroom because WebGSIM can help students to visualize abstract
concept in Gravitation topic by using 3D simulation.
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TABLE OF CONTENTS

Page

DECLARATION ii

ACKNOWLEDGEMENT iii

ABSTRAK iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF FIGURES xi

LIST OF TABLES xii

LIST OF ABBREVIATIONS xiii

CHAPTER 1 INTRODUCTION

1.1 Research Background

1.2 Rationale of the Study

1.3 Problem Statement

1.4 Research Objectives

1.5 Research Questions

1.6 Research Scope and Significance

1.7 Conceptual Framework

1.8 Operational Definition

1.9 Limitations

1.10 Summary
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CHAPTER 2 LITERATURE REVIEW

2.1 Physics Education

2.2 Learning Theories

2.3 Instructional Design Models

2.4 Related Theories and Model in WebGSIM

2.5 Technology Enchanced Learning (TEL)

2.6 Multimedia Learning

2.7 Web-based Learning

2.8 Moodle

2.9 PhET Interactive Simulation

2.10 Glowscript

2.11 Research Gap

2.12 Summary

CHAPTER 3 METHODOLOGY

3.1 Research Design

3.2 Population, Sample and Sampling Techniques

3.2.1 Validity

3.2.2 Reliability

3.2.3 WebGSIM’s Usability

3.3 Instrument

3.4 Data Collection Procedure

3.5 Data Analysis

3.6 Summary
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CHAPTER 4 DEVELOPMENT OF WEBGSIM

4.1 Analysis

4.1.1 Objectives of WebGSIM

4.1.2 Target User of WebGSIM

4.1.3 Design Principles of WebGSIM

4.1.4 Content of WebGSIM

4.1.5 Gantt Chart

4.2 Design

4.2.1 UX Design

4.2.2 UI Design

4.2.3 Multimedia Design

4.3 Development

4.3.1 Webpages Development

4.3.2 Deployment

4.3.3 Testing

4.3.4 Expert Validation

4.4 Implementation

4.5 Evaluation

CHAPTER 5 FINDINGS AND ANALYSIS

5.1 Introduction

5.2 Validity

5.2.1 Face and Content Validity of WebGSIM

5.2.2 Face and Content Validity of Usability

Questionnaire
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5.3 Reliability

5.4 Analysis of Usability Questionnaire

5.4.1 Demographic Information

5.4.2 Usability of WebGSIM

5.5 Conclusion

CHAPTER 6 DISCUSSION, CONCLUSION AND RECOMMENDATIONS

6.1 Introduction

6.2 Discussion of WebGSIM

6.3 Discussion of Survey

6.4 Conclusion

6.5 Implication of Study

6.6 Recommendations for Future Research

6.6.1 Evaluate the Effectiveness of WebGSIM

6.6.2 Improve the Interactivity of 3D Simulation

6.6.3 Make WebGSIM a Dynamic Website

6.6.4 Develop User Interface for Educator

REFERENCES

APPENDIXES
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LIST OF TABLES

Table No. Page

3.1 Usability questionnaire

3.2 Cronbach’s Alpha scores’ levels

3.3 Level of usability based on the mean score

3.4 Research question and data analysis

4.1 Deisgn principles of WebGSIM

4.2 Content standard and learning standard for gravitation

topic

4.3 Color design of WebGSIM’s home page

4.4 Implementation of typography guidelines in

WebGSIM

5.1 Formula for Content Validity Achievement

5.2 Face and Content Validity of Usability Questionnaire

5.3 Reliability of all five constructs in pilot questionnaire

5.4 Summary of Respondents’ Background

5.5 The Mean and Standard Deviation of 5 Usability

Constructs

5.6 Usability Analysis for the Construct of Perceived

Ease of Use

5.7 Usability Analysis for the Construct of Usefulness

5.8 Usability Analysis for the Construct of Attitude

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5.9 Usability Analysis for the Construct of Behavioral

Intention

5.10 Usability Analysis for the Construct of Self-Efficacy

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LIST OF FIGURES

Figures No. Page

1.1 Conceptual Framework of WebGSIM

3.1 ADDIE model in WebGSIM

3.2 Data collection procedure

4.1 Gantt chart for development of WebGSIM

4.2 Sitemap of WebGSIM

4.3 Flowchart of WebGSIM’s lesson page

4.4 Wireframe of home page

4.5 Wireframe of lesson page (Subtopic 3.1.1)

4.6 Wireframe of lesson page (Subtopic 3.2.1)

4.7 Monochromatic color harmony of color #161b22 in Adobe

Color Wheel

4.8 Layout design of WebGSIM’s lesson page

4.9 Translating text into speech in Microsoft Azure AI Speech

4.10 Architecutre of simulation in WebGSIM

4.11 Flowchart of simulation of Earth orbits Sun

4.12 Interface of Visual Studio Code (VS Code)

4.13 Home page of WebGSIM

4.14 Swiper Slideshow for lesson 311

4.15 Quiz for lesson 311

4.16 A video on explaining the fact of Earth’s mass is decreasing

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4.17 Presenting a problem to students using storytelling method

4.18 Table of calculation which requires users’ input

4.19 3D Simulation of Kepler’s Second Law for circular orbit

4.20 Observation quiz for simulation

4.21 Interactive derivation for Kepler’s Third Law

4.22 Interactive simulation for orbital velocity

4.23 GitHub Desktop

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LIST OF ABBREVIATIONS

ADDIE Analysis, Development, Design, Implementation and Evaluation

BI Behavioural Intention

ICT Information Communication Technology

JRE Java Runtime Environment

PE Perceived Ease of Use

PhET Physics Education Technology

PU Perceived Usefulness

SD Standard Deviation

SE Self-Efficacy

TAM Technology Acceptance Model

TEL Technology Enhanced Learning

UPSI Sultan Idris Education University (Universiti Pendidikan Sultan Idris)

WebGSIM Web Gravitation Simulation Interactive Module

 CHAPTER 1

INTRODUCTION

1.1 Research Background

Physics is one of the subjects in high school where student’s interest is significantly

less because it is very abstract and complex (Yunzal & Casinillo, 2020). As reported,

the status of the physics education in the Malaysia is facing challenges. According to

the present data, students' interest in STEM has faded, with only 44% of students taking

STEM in 2017 compared to 49% in 2012, a decline of nearly 6,000 students per year

(MOE, 2019).

Fortunately, the widespread use of information and communication technology

(ICT) is on the rise nowadays (Prestridge, 2012). When computers were first employed

in education and schooling, the term "computer-based education" was introduced

(Guven & Sulun, 2012). Specifically in physics education, Physics 2000 provides

computer-based simulation video for students to have a better learning experience

(Reviews, 2004). Later, a better computer-based simulation also known as Physics

 2

Education Technology (PhET) Interactive Simulations was developed to advance

science and math literacy (Maki, 2010). In contrast to Physics 2000 where their

simulations are just simulation videos, PhET simulations provide high level of

interactivity in terms of user control, dynamic feedback, and various representations

(Adams et al., 2008). Study showed that students' academic performance in Physics

improved significantly when they learned electromagnetism using PhET simulation

(Batuyong & Antonio, 2018).

At the same time, several studies were conducted to develop learning module

and its effectiveness was determined (Hamid et al., 2021; Lee & Osman, 2014).

Learning module is a tool that provides course materials in a logical and sequential

order to guide students through the content and assessments by the instructor.

Instructors can insert formatted text, files, weblinks, discussion topics, assignments,

tests & quizzes, assessments and so on (University of Florida e-Learning, 2013).

However, most of the learning modules are soft copies of the print modules with little

interactivity which are not effective in online learning (Makokha & Mutisya, 2016).

Therefore, some interactive modules were introduced whose design and purpose is to

actively engage learners to search for knowledge independently (Mwaniki et al., 2016).

High level of interactivity allow learners to become engaged and involved in the

learning process. This shows the combination of interactive simulation and interactive

learning module are important to student’s learning. For these reasons, a study was

carried out to develop a web-based simulation interactive module for topic gravitation

(also known as WebGSIM) and to determine its usability.

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1.2 Rationale of the Study

Firstly, research topic is chosen as developing a web-based simulation interactive

module is to propose a better approach which allows students to learn physics

independently and actively by introducing high level of interactivity into WebGSIM.

WebGSIM is a new and innovative educational technology for physics education in

Malaysia. Second, it is essential to determine the usability of WebGSIM to ensure that

WebGSIM is easy to use and useful to physics students in the future. Finally, most of

the knowledge involved in other educational physics simulations such as PhET

simulations are different from the physics curriculum in Malaysia. Therefore,

WebGSIM was developed fully based on physics curriculum in Malaysia.

1.3 Problem Statement

Physics is the branch of science to describe the dynamic real world. However, Physics

pedagogy frequently uses static representations such as text and drawing to illustrate

real-world dynamic processes. This teaching method changes dynamic reality to static

representation unavoidably loses something in the learning experience for physics

students (Saudelli et al., 2021). This situation becomes obvious during the teaching or

learning of gravitation topic. In fact, gravitation is one of the topics in physics which is

abstract and difficult to demonstrate which may cause misconceptions (Chmiel, 2012).

For example, several studies showed that both students and teachers have

misconceptions about the concept of gravity and motion (Desstya et al., 2021;
 4

Khandagale & Chavan, 2017). Therefore, a computer-based simulation is important to

learn or teach this abstract gravity concept.

An ideal web-based physics simulation application should allow students to achieve

learning outcomes safely, efficiently, and effectively while enjoying the learning

experience. However, several studies reported that PhET simulation had some usability

issues which affected the student’s learning experience and eventually the technology

usage (Adams et.al., 2008; Almeida & Bastos, 2018; Chong et al., 2012; Kriek & Stols,

2010; Khoiriyah, et al, 2015; Taibu et al., 2021).

For the aspect of perceived ease of use, there is a study reported that there were

some technical problems needed to be solved before usage because some of the PhET

simulation files are written in the format “.jar” which requires the installation of Java

Runtime Environment (JRE) (Khoiriyah, et al, 2015). Also, there is a study showed that

some students feel difficulty to perfom a task given at PhET interface (Almeida &

Bastos, 2018). Therefore, the technical issues in PhET simulation demotivate students.

For the aspect of perceived usefulness, there is a study showed that students

believed PhET simulation is not helpful to their academic performance because no

further explanation for the results shown in the simulation (Chong et.al., 2012). As a

result, perceived ease of use and usefulness will affect attitudes toward the usage of

PhET simulation. To illustrate, there is a study reported that some of the students were
 5

frustrated to learn electricity concept by using PhET simulation (Adams et.al., 2008).

Hence, elaboration or explanation should be included in simulation.

When students have negative attitude’s toward PhET simulation, they are unlikely

to use PhET simulation for learning in the future. For example, study showed that some

of the students discouraged their professors to teach using PhET simulation due to their

negative behavioural intention (Taibu et.al., 2021). As a result, students’ attitude will

affect the use of PhET simulation in their learning.

For the aspect of self-efficacy, teacher’s general technology proficiency will

influence the actual use of PhET simulation in the classroom. For instance, a study

showed that some of the teachers did not use PhET simulation in the classroom due to

their low general technology proficiency (Kriek & Stols, 2010). Besides, a study from

Ummi and Tho (2021) found that teacher’s self-efficacy is lower than student’s self-

efficacy which might affect the usability and actual usage of the technology in

classroom. Eventhough there is actual usage of PhET simulation in classroom,

unfortunately, based on the database in PhET website, most of the teachers are still

using heavily guided simulation activities which negatively influenced student’s

engagement in learning (Chamberlain et al., 2014). These situations indicate that

teaching using PhET simulation is still a teacher-centered pedagogy. As a result, the

usability issue of physics simulation is one of the challenging issues need to be solved.
 6

An ideal learning module not only need to enhance student’s conceptual

understanding on certain topic, but also increase interest, engagement, and motivation

of students during the learning process. However, most of activities or worksheets

provided by PhET are text-based and less interactive which will influence the

students’attitude and motivation towards learning (PhET, 2014; Rockinson- Szapkiw

et al., 2013). For example, a study reported that some of the students were frustrated

with the worksheets provided and feeling demotivated to use PhET simulation in the

future learning (Taibu et al., 2021). As a result, the interactivity issue of learning

module is one of the challenging issues need to be solved.

To solve both usability issue of physics simulation and interactivity issue of

learning module, WebGSIM was developed to unify both physics simulation and

interactive module in a single web application. WebGSIM was consisted of highly

interactive problem-based activities, game-based assessments, and physics simulation

to motivate students to learn physics. Furthermore, WebGSIM implemented student-

centered learning approach which allows students to control over learning method and

pace of learning.

Currently, there is less 3D physics simulation for educational purposes. Some

students from a study claimed that PhET simulation is not attractive to them because

most of the simulations are based on 2D animation (Chong et al., 2012). The importance

of 3D physics simulation in education is shown by a study where students learnt better

by using 3D simulation compared to 2D simulation in Newtonian Mechanics (Koops et

al., 2016). This is because scientific data or information will be lost, distorted, or
 7

misinterpreted in 2D animation when learning physics (Mengistu & Kahsay, 2015).

Therefore, WebGSIM’s simulation engine used Glowscript libraries to render 3D

animation which further enhance physics student’s interest and motivation when

learning physics.

1.4 Research Objectives

i. To develop Web Gravitation Simulation Interactive Module (WebGSIM) among

Form 4 Physics Students in Jelutong District.

ii. To determine the usability of the developed Web Gravitation Simulation Interactive

Module (WebGSIM) among Form 4 Physics Students in Jelutong District.

1.5 Research Questions

i. Are the newly developed Web Gravitation Simulation Interactive Module

(WebGSIM) valid and reliable?

ii. Are the newly developed Web Gravitation Simulation Interactive Module

(WebGSIM) usable among Form 4 Physics Students in Jelutong District?

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1.6 Research Scope and Significance

This study is limited to topic gravitation which is one of the topics in form 4 physics

and only involves form 4 physics students because form 5 physics students have

examination (SPM).

The findings of this study significantly impacted physics students, physics

educators, and researchers. For physics students, this study helped them to have

immersive learning environment which further motivate them to learn physics. Besides,

this study also helped physics students to visualize an abstract concept in physics,

specifically topic gravitation. For physics educators, this study allowed them to

implement new and innovative educational technology in classroom. Furthermore, this

study allowed physics educators to improve students’ attitude towards learning physics.

For researchers, this study helped them to uncover a new educational technology and

its effectiveness can be further studies.

1.7 Conceptual framework

The focus of this study is to develop the content for WebGSIM. ADDIE model was

chosen as the instructional design model for the development of WebGSIM. During the

analysis phase, only one topic were selected as the content of this WebGSIM, namely

Gravitation. Learning theories were studied and applied when the content of the

WebGSIM is being designed. The theories involved are Cognitivism, Connectivism

 9

and Constructivism. During the implementation phase, the WebGSIM were introduced

to experts and training teachers to check WebGSIM’s validity and reliability. Finally,

perceptions of students on WebGSIM’s usability were studied during the evaluation

phase. Conceptual framework of the study is represented in Figure 1.1.

Figure 1.1: Conceptual Framework of WebGSIM

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1.8 Operational Definitions

i) Development

Development in research is the systematic study of designing, developing, and

evaluating instructional programs, processes, and products that must meet criteria of

internal consistency and effectiveness (Richey, 1994). WebGSIM was developed using

ADDIE (Analyze, Design, Develop, Implement, Evaluate) model (Branch, 2009).

WebGSIM was validated by providing a video about operating procedure of the web

application to the experts. The reliability of WebGSIM was measured by form 4 physics

students who are not involved in this study during pilot test.

ii) Usability

Usability is the capacity of a system to provide a condition for its users to perform the

tasks safely, effectively, and efficiently while enjoying the experience (Lee et al., 2019).

To evaluate the usability of WebGSIM, 20 items from Technology Acceptance Model

(TAM) was adapated in the questionnaire. The five constructs involved are perceived

ease of use (PE), perceived usefulness (PU), attitude (AT), behavioural intention (BI),

and self-efficacy (SE) (Park, 2009). PE refers to the degree to which physics student

believes that using WebGSIM will be free of effort. PU refers to the degree to which

physics student believes that using a WebGSIM will enhance his or her job performance.

AT refers to physics student’s attitude toward the use of WebGSIM. BI refers to physics

student’s intention or motivation to use WebGSIM in future learning. SE, which is an

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external variable, refers to physics student’s confidence level on their capabilities to

use WebGSIM.

1.9 Limitations

One of the limitations of this study is lack of prior research studies on the topic. The

simulation engine in WebGSIM uses Glowscript libraries to render 3D animation.

However, there is less prior research study on the comparison between Glowscript and

PhET simulation. The second limitation is WebGSIM requires active internet

connection, it might affect the implementation or actual use of WebGSIM in the

classroom.

1.10 Summary

This chapter begins with a general introduction of WebGSIM. The research background

includes the use of learning modules and computer simulation in physics education.

Next, the problem statement discusses the interactivity and usability issues of learning

modules and computer simulation (specifically PhET simulation) in physics education.

Following the problem, 2 research objectives and research questions are clearly stated.

This is followed by research scope which discusses about the delimitation in this study.
 12

Next, the importance to conduct this study is discussed in research significance section.

Following that, conceptual framework of WebGSIM is shown which specifies ideas

used in this study. Next, operational definition section defines the terms in this study.

Lastly, limitations of the study are discussed to highlight the weakness in this study.
 CHAPTER 2

LITERATURE REVIEW

2.1 Physics Education

The word physics comes from the Greek word ἡ φύσις, meaning "nature". Physics is

the branch of science which studies matter, fundamental constituents, motion, and

behavior through spacetime, and the related quantities of force and energy (Feynman

et al., 1977). There are three essential parts physics education, which are scientific

knowledge, scientific process, and scientific attitude (Kustijono, 2018). Being curious

and imaginative, as well as being enthusiastic about asking questions and solving
 14

problems is one of the important aspects in physics education. Therefore, it is crucial

to enhance students’ scientific attitude towards learning physics.

In 21st century, the goal of physics education is to enhance students’ reasoning

skills and conceptual understanding on physics (Bao & Koenig, 2019). At the same

time, the physics curriculum in Malaysia highlighted student-centered learning

approaches to train students to be competent in the rapid technological change era and

prepared to face Industrial Revolution (IR) 4.0 challenges (MOE, 2018). In this

situation, learning process is as important as the content delivered and the final product.

Therefore, multiple learning theories can be integrated and implemented in physics

education as an approach to enhance student’s motivation and attitude towards learning

physics. The learning theories which are suitable for physics education will be reviewed

and discussed in the following section.

2.2 Learning Theories

Behaviourism was the dominant learning theory in education (Duit & Treagust, 1998).

The learning theory of behaviourism concerns how learners are learned through

interaction with the environment (Congelosi, 2003). For example, teachers reward

his/her students with special treat at the end of the the class for good behavior

throughout the day. The same concept is used with punishments. The teacher gives

punishment to students if the student misbehaves. There is a study showed that students
 15

who receive reinforcement and punishment after accomplishing a learning task can

achieve high level of extrinsic motivation (Rogti, 2021). In physics education,

behaviourism plays a vital role to enhance students’ scientific attitude and motivation

level. Therefore, the use of behaviourist elements such as reward and punishment in

game-based learning for physics education will engage the students actively in learning.

The implementation of game-based learning in physics education will be discussed in

detail later.

Constructivism is one of the popular learning theories in education (Null, 2004).

The learning theory of constructivism concerns on how learners actively construct or

make their own knowledge whereby the reality is determined by the experiences of the

learner (Kratochwill et al., 1999). For example, students are required to solve a

particular problem based on their prior knowledge and develop their own methods. One

of the benefits of constructivism is that constructivist approach can engage students’

participation and interaction during learning (Uredi, 2013). In physics education,

constructivism plays an important role in increasing students’ engagement during

problem solving. In constrast to behaviourism, feelings of competence and belief to

solve a new problem, are much better than any external acknowledgment and

motivation (Prawat & Floden, 1994). Therefore, constructivist approach in physics

education will allow physics students to gain intrinsic motivation rather than extrinsic

motivation. Since constructivism and problem-based learning are closely related, the

implementation of problem-based learning in physics education will be discussed in

detail later.
 16

Kolb's experiential learning theory (ELT) is one of the best ways to address

diversity of learning styles and engage students actively in learning (Manolas &

Kehagias, 2005). Kolb's experiential learning theory describes the ideal processes

where knowledge is created through experience (Kolb, 1983). The learning cycle

fundamentally involves four stages, namely: concrete learning, reflective observation,

abstract conceptualization, and active experimentation (Akella, 2010). In fact, teaching

is of utmost importance to motivate people (Senge, 2006). Learning only has good

effects when learners are eager to absorb the knowledge. Experiential learning does a

good job to motivate students because it allows students’ dynamic participation in

experiential activities. The emotion and feelings in learning from experience is the most

important part in experiential learning (Moon, 2004). In physics education, Kolb’s

experiential learning theory plays a vital role in improving the attitude of students

toward learning physics (Johari & Muslim, 2018). The implementation of simulation-

based learning in physics education will be discussed in detail later.

In short, behaviourism, constructivism and Kolb's experiential learning Theory

play vital role in increasing students’ attitude, engagement, extrinsic motivation and

instrinsic motivation toward learning physics. Learning only has good effects when

learners are eager to absorb the knowledge. In fact, the use of technology will help to

integrate all these learning theories and facilitate learning physics. Technology-

enhanced learning (TEL) will be reviewed in the following section.

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2.3 Instructional Design Model

Instructional design is a repetitive process of planning outcomes, selecting useful

teaching, and learning strategies, choosing suitable educational technologies, selecting

educational media, and measuring performance (Branch & Kopcha, 2014). An

instructional design model will provide guidelines to organize suitable pedagogical

situations to achieve learning outcomes. WebGSIM was developed using ADDIE

(Analyze, Design, Develop, Implement, Evaluate) model (Branch, 2009).

The very first phase of ADDIE model is analysis phase. Analysis phase is an

initial phase which gathers information in the context and environment to be studied

(Siraj et al., 2013). Need analysis needs to be carried out before learning material is

developed to determine problems and issues (Branch, 2009). Actions will be taken to

resolve existing problems (Reinbold, 2013). The next phase would be design phase. In

this phase, specifications of the learning materials requirements based on the planning

in analysis phase will be checked again (Hamid et al., 2021). Specifications of the

learning materials requirements may still be corrected if there is any problems. For

example, level and types of activity to be generated will be determined in this phase.

Next, the development phase is a phase to determine all the tools and process required

to create the learning materials. This phase involves the process of generating materials

needed to achieve the targeted objectives (Widyastuti & Susiana, 2019). Next, for the

implementation phase, the validity and reliability of the learning materials are estimated

during the pilot study. The last phase of the ADDIE model is evaluation phase. Final

testing will be carried out to evaluate things that were achieved of the entire project.
 18

The main goal of the evaluation stage is to determine whether the goals are achieved

and to establish what will be required moving forward to improve the efficiency and

success rate of the research.

2.4 Related Theories and Model in WebGSIM

As mentioned, behaviourism, constructivism and Kolb's experiential learning Theory

play vital role in increasing students’ attitude, engagement, extrinsic motivation and

instrinsic motivation toward learning physics (Johari & Muslim, 2018; Prawat &

Floden, 1994; Rogti, 2021). Therefore, WebGSIM integrated all the learning theories

(behaviourism, constructivism, Kolb’s experiential learning theory) in designing

learning material for gravitation topic. For game-based learning, WebGSIM added

behaviourist elements such as playing correct sound effect when students select the

correct answer or playing clapping sound effect when students accomplished a learning

section. For problem-based learning, WebGSIM used real-world scenario and

storytelling to present a problem or issue to students which allow students to have an

immersive learning experience. For simulation-based learning, all the activities which

include physics simulation were designed according to Kolb’s 4-stage experiential

learning, which are concrete learning, reflective observation, abstract conceptualization,

and active experimentation.

 19

WebGSIM was developed using ADDIE model. ADDIE model is chosen

because it is heavily associated with good quality design, clear learning objectives and

carefully structured content (Dick et al., 2005). In analysis phase, requirement analysis

was carried out to indentify and analyse the objectives, target users, content, and

learning theories involved in WebGSIM. In design phase, storyboard was created to

design and determine the structure or content of WebGSIM. Specifications of

WebGSIM’s requirements was modified or corrected if there is any disadvantage. In

development phase, tools and process used to develop WebGSIM was determined. For

example, programming languages used were HTML, CSS, Javascript and Python and

the intergrating development environment (IDE) used was Visual Studio Code. In

implementation phase, the validity, reliability, and usability of WebGSIM (accessible)

was determined by experts and form 4 physics students. In evaluation phase, all the

weaknesses, bugs, and problems faces during development of WebGSIM was identified.

2.5 Technology-Enhanced Learning (TEL)

Technology-enhanced learning (TEL) is the terminology used to refer to the application

of information and communication technologies (ICTs) in learning and teaching

(Kirkwood & Price, 2013). It also refers to the application of advanced technologies

such as computer and the internet in the process of teaching and learning. (Tayebinik

& Puteh, 2013). In general, the development of ICT not only changes communication,

socializing, entertainment or purchasing, but also it has changed our education

drastically (Abdullah & Ward, 2016). For instance, massive open online courses utilize
 20

social media as a platform to engage students, which enable students to gain knowledge

in a collective learning process (Shen & Kuo, 2015). Besides, interactive whiteboards

are used as a teaching tool in any level of education (Sumak & Sorgo, 2016).

Furthermore, the traditional teaching resources are increasingly supplemented or

supported by online video technology (Nagy, 2018). Moreover, learning management

system (LMS) has been successfully implemented in classroom to enhance the quality

of education (Coskunçay et al., 2018). Also, study shows that the use of tablet

computers can improve students’ performances and levels of engagement (Wakefield

et al., 2018). In short, technology has changed education; education system needs to

adapt to a fast-changing world. The use of technology such as digital textbook,

multimedia learning module, website and web application in education will be reviewed

in the following section.

2.6 Multimedia Learning

Digital textbook is a book that is displayed on computer screen or on an electronic

device (Oxford, 2011). Digital textbook is widely used for learning because they have

reflowable layout according to students’ preferences and tastes while the layout of

traditional textbook cannot be altered (Leverage Edu, 2017). However, studies have

shown that students still prefer print textbooks over their digital textbook because their

interactivity is almost the same (Chou, 2016; Woody et al., 2010).

 21

To solve this problem, interactive multimedia module is introduced in education.

Interactive multimedia module is a type of learning module which combines graphics,

audio, narration, video, and text into multiple representation which allows student to

interact (Hazra et al., 2013). Interactive multimedia module was proven to be more

effective than traditional textbook in learning because it has higher level of interactivity

(Moore, 2018). However, most of the interactive multimedia module are installed as

desktop application or mobile application (Ibrahim et al., 2015; Rosli et al., 2019;

Sasongko et al., 2017). This leads to accessibility issues in learning because desktop

application is only available in computer device while mobile application is only

available in mobile device (Desai, 2022). To solve this problem, web application is

introduced in education because it can be used on multiple devices for learning without

any limitation (Gupta, 2022). Therefore, the use of web application is a growing trend

in education industry. The comparison between website and web application will be

discussed in the following section.

2.7 Web-based Learning

A web-based learning offers the potential to support the development of the struggle in

the twenty-first century skills, which contributes to autonomous learning (Petra et al.,

2016). Currently, website is widely used in education and acts as tools to enhance

learning and supplement classroom teaching (Furner & Daigle, 2004; Qudah, 2016).

Website provides learning materials which allows students to read (Hamzah et al.,

2017). However, it consisted largely of static webpages with little room for real
 22

interactivity (Babic et al., 2016). Thus, it only behaves like a large reference book, or a

whole library of reference books.

To solve this problem, web application is introduced in education (Lin & Jou,

2013). Web application is a computer program that uses a web browser to perform a

particular function (Dissanayake & Dias, 2017). The key difference between website

and web application is in terms of interactivity (Belsky, 2021). Generally, a website

provides visual and text content that the user can see and read, but not affect in any way.

In the case of a web application, the user can not only read the page content but also

manipulate the data on this page (Nyakundi, 2021). This feature enables students to

engage actively in learning compared to read-only static websites (Sardar, 2013).

Therefore, the use of web application with high level of interactivity is a growing trend

in education industry. The use of Moodle, PhET simulation and Glowscript in physics

edcuation will be reviewed and discussed in the following section.

2.8 Moodle

Some websites for physics learning were developed using Moodle as a learning

management system (Afrilia et al., 2021; Saehana et al., 2018). There is a study showed

that learning material in various representation in Moodle has significantly improved

students’ motivation towards learning physics (Putri et al., 2020).

 23

However, there is a study showed that high time input was required due to

teacher’s low level of digital literacy, and this is one of the major issues in Moodle

(Egorov et al., 2021). This is due to the reason that teachers’ self-efficacy on technology

can influence teachers’ perceptions of interactive classroom technologies (Holden &

Rada, 2011). Currently, Moodle is heavily teacher centered which leads to a low

usability. In fact, there is a study show that teacher’s self-efficacy is lower than

student’s self-efficacy which might affect the usability and actual usage of the

technology in classroom (Ummi & Tho, 2021). Therefore, a student-centered learning

platform should be introduced in physics education to increase the usability of

educational web application.

2.9 PhET Interactive Simulation

Physics Education Technology (PhET) simulations helps students to visually

comprehend concepts by using inquiry activities that involved students in exploration

of physics ideas (Taibu et al., 2021). PhET web application introduces simulation-based

learning in physics education, and it is student-centered. There are several studies

showed that PhET enhances students’ academic performance in physics and

mathematics (Habibbulloh, 2019; Mallari, 2020; Najib et al., 2022). For the aspect of

motivation and attitude, some studies found that students are motivated to learn physics

after using PhET simulation (Prima et al., 2018; Rahayu & Sartika, 2020).
 24

However, negative feedback was received as PhET simulation is not attractive

to them because most of the simulations are based on 2D animation (Chong et al., 2012).

Several studies reported better achievement results when students learnt in 3D learning

environment (Dede et al, 1999; Vogel et al, 2006). The importance of 3D physics

simulation in education is shown by a study where students learnt better by using 3D

simulation compared to 2D simulation in Newtonian Mechanics (Koops et al., 2016).

This is because scientific data or information will be lost, distorted, or misinterpreted

in 2D animation when learning physics (Mengistu & Kahsay,2015). In terms of students’

motivation and engagement level, there are several studies showed that students are

more motivated and engaged in immersive 3D learning environment (Koh et al., 2010;

Triviño-Tarradas et al., 2021). Therefore, 3D simulation should be introduced in web

application for physics education which allows students to immerse and engage in

learning.

2.10 Glowscript

Currently, there is only one web application “GlowScript” which implemented 3D

graphics by using WebGL to illustrate physics phenomena (Zhou, 2018). Glowscript is

a web-based version of visual Python (web VPython) that includes a wide variety of

visual objects and a graphing capability that can be used to display the results of a

numerical simulation while the simulation is running (Schreibeis et al., 2022). VPython

can realize 3D animation to simulate physical process, which is convenient for

displaying physical phenomena in a 3D space. It provides an opportunity to choose the

 25

observation angle for a learning experience of human-computer interaction mode and

improving students’ interest in learning (Wu et al., 2021). This more realistic and

descriptive three-dimensional visualization provided by Glowscript is thought to

encourage students to form a deeper understanding of the underlying physics concepts

(Obsniuk, 2020).

However, Glowscript is notoriously difficult to use, and it lacks a guide for users

which leads to a low usability (Zhou, 2018). Besides, there is a study reported that most

of the students are demotivated, stressed, and frustrated after using Glowscript because

it requires programming skill (Python) to model a 3D simulation (Hamerski et al., 2022).

As a result, it indirectly leads to less usage of Glowscript in secondary school. Therefore,

the usability issues specifically perceived ease of use of Glowscript should be solved.

2.11 Research Gap

Currently, most of the physics education websites only provide 2D simulation with low

usability and low level of interactivity. Therefore, WebGSIM was developed to

overcome the research gap. WebGSIM is a student-centered web application for

learning physics which provided 3D simulation with high usability and high level of

interactivity.
 26

First, WebGSIM provided student-centered learning environment by allowing

students to control over the lesson content and learning method. Second, WebGSIM

used Glowscript library (open source) to render 3D simulation which allows student to

engage themselves in exploring physics. Third, WebGSIM provided clear navigation

and guidance to improve users’ experience and perceived ease of use among physics

students. Lastly, WebGSIM provided high level of interactivity by allowing students to

input the physical variable and formula to render their own 3D physics simulation.

2.12 Summary

Based on the findings from the current body of literature, most of the physics

educational websites have some usability issues which demotivate students to learn.

Besides, there is less research on the implementation of 3D computer simulation in

physics education. Therefore, WebGSIM was developed as a highly interactive and

usable web application which provides 3D physics simulation to help students visualize

abstract concept in physics and motivate them to learn physics.

 CHAPTER 3

METHODOLOGY

3.1 Research Design

The design of this quantitative research is research design to design and develop

simulation interactive module for gravitation topic via web application (WebGSIM).

This study also employed educational measure using assessment method by giving

questionnaire. This study consists of two main phases of implementation. The first

phase of the study is the development of WebGSIM for gravitation topic. The second

phase of the study measured the usability of WebGSIM among form 4 physics students
 28

in Jelutong district. Assessment studies was carried out to measure the validity,

reliability, and usability of WebGSIM.

WebGSIM was developed using ADDIE model. ADDIE model is chosen

because it is heavily associated with good quality design, clear learning objectives and

carefully structured content. In analysis phase, requirement analysis was carried out to

identify and analyse the objectives, target users, content, and learning theories involved

in WebGSIM. In design phase, wireframe and storyboard was created to design and

determine the structure or content of WebGSIM. Specifications of WebGSIM’s

requirements was modified or corrected when there is any disadvantage. In

development phase, tools and process used to develop WebGSIM was determined. For

example, programming languages used was HTML, CSS, Javascript and Python and

intergrating development environment (IDE) used was Visual Studio Code. In

implementation phase, the validity, reliability, and usability of WebGSIM (accessible)

was determined by experts and form 4 physics students. In evaluation phase, all the

weaknesses, bugs, and problems faces during development of WebGSIM was identified.
 29

Figure 3.1: ADDIE model in WebGSIM

3.2 Population, Sample and Sampling Techniques

The population involved in this study was form 4 physics students in Jelutong district,

Penang. The sample selected from the population was 67 form 4 physics students in

Jelutong district. Besides, two experts and 34 form 4 physics students who are not

involved in this study were the respondent to ensure the validity and reliability of

instruments used in this study. Next, cluster random sampling technique was used to

select sample from the population to answer the usability questionnaire after using

WebGSIM.
 30

3.2.1 Validity

This study involved experts to evaluate the face and content validity of WebGSIM and

usability questionnaire. The purposive sampling technique was used to select the

experts based on their knowledge and expertise in particular field (Yahaya et al., 2007).

In this study, two experts were selected to evaluate the face and content validity of

WebGSIM and usability questionnaire.

3.2.2 Reliability (Pilot Test)

A pilot test was carried out among 20 form 4 physics students from the population who

were not involved in this study to estimate the reliability of the WebGSIM and usability

questionnaire. The reliability coefficient was calculated using Cronbach's alpha. This

method is suitable to evaluate the internal consistency reliability by determining how

all items on a test relate to all other test items and to the total test (Gay, Mills, and

Afrasian, 2009). If there is no ambiguous items, it could proceed to the evaluation phase

where real survey was conducted.

 31

3.2.3 WebGSIM’s Usability

The target population is Form 4 physics students in Penang and the accessible

population is around 67 form 4 physics students in Jelutong district. Cluster random

sampling method is used because this sampling technique is suitable to situations where

a complete list of subjects is not easily to be obtained and likely to be inaccurate

(Lampard et al., 1997). By using cluster random sampling technique, one secondary

school was chosen from five secondary schools in Jelutong district using lucky draw.

After a school is selected, all the physics classes in that school were labeled as A, B, C

and D in a piece of paper and put into a box. Two of the physics classes were selected

to answer usability questionnaire after using WebGSIM for their learning.

3.3 Instrument

The instruments used in this study are WebGSIM and a TAM-adapted usability

questionnaire. WebGSIM and the usability questionnaire were validated by two experts

using face and content validity questionnaire. The validity was analyzed by using

percentage of agreement. The reliability of WebGSIM and the usability questionnaire

was verified by 34 form 4 physics students during the pilot study. The reliability was

analysed by Cronbach’s alpha index.

 32

The usability of WebGSIM was measured by usability questionnaire. Twenty

items from Technology Acceptance Model (TAM) were adapated in the usability

questionnaire which uses five-point Likert scale answers, namely, 1 (Strongly

Disagree), 2 (Disagree), 3 (Uncertain), 4 (Agree) and 5 (Strongly Agree). The five

constructs involved are perceived ease of use (PE), perceived usefulness (PU), attitude

(AT), behavioural intention (BI), and self-efficacy (SE). PE refers to the degree to

which physics student believes that using WebGSIM will be free of effort. PU refers to

the degree to which physics student believes that using a WebGSIM will enhance his

or her job performance. AT refers to physics student’s attitude toward the use of

WebGSIM. BI refers to physics student’s intention or motivation to use WebGSIM in

future learning. SE, which is an external variable, refers to physics student’s confidence

level on their capabilities to use WebGSIM. All 20 items are adapted from previous

study (Bandura 2006; Davis, 1989).

Table 3.1

Usability questionnaire

LIKERT
NO ITEM SCALE
1 2 3 4 5
1 Learning to use WebGSIM is easy for me.

2 My interaction with WebGSIM is understandable.

3 Using WebGSIM does not require mental effort.

4 The instruction given in WebGSIM is clear.

5 Using WebGSIM would improve my academic performance

in phyiscs.
 33

6 Using WebGSIM will improve my productivity in learning.

7 WebGSIM is useful for my learning.

8 Using WebGSIM enables me to learn quickly.

9 WebGSIM makes learning more interesting.

10 I am enjoyed learning physics using WebGSIM.

11 I like using WebGSIM.

12 Learning physics using WebGSIM is a good idea.

13 I will use WebGSIM for my future physics learning.

14 I plan to use WebGSIM regularly.

15 I am motivated to use WebGSIM.

16 I will recommend others to use WebGSIM.

17 I feel confident to use WebGSIM for learning physics.

18 I have the necessary skills for using WebGSIM.

19 I feel confident to use WebGSIM without guidance.

20 I feel confident that I can solve technical problems in

WebGSIM if I face them.

3.4 Data collection procedure

The data collection was carried out after all research instruments are prepared. After

After WebGSIM is fully developed and usability questionnaire is prepared, WebGSIM

and usability questionnaire were verified by two experts to ensure the research

instruments are valid. Next, during pilot study, a pilot test was carried out among form
 34

4 physics students who are not involved in this study to ensure all the research

instruments are reliable. During implementation phase, WebGSIM was distributed, and

students learned physics using WebGSIM. During evaluation phase, usability

questionnaire was distributed to students to measure usability of WebGSIM. Students

were asked to answer usability questionnaire. After usability questionnaire submitted,

all items in the usability questionnaire were analyzed descriptively by using SPSS.

Figure 3.2: Data collection procedure

3.5 Data Analysis

For determining the validity, percentage of agreement was used. 75% of agreement was

the minimum cutoff (Hardesty & Bearden, 2004). For reliability, Cronbach’s alpha was

employed to test the internal consistency of items in usability questionnaire. Values

 35

above 0.7 of Cronbach’s alpha indicates that research instruments all acceptable

(Streiner, 2003).

Table 3.2

Cronbach’s Alpha scores’ levels

Cronbach’s Alpha Internal Consistency

α ≥ 0.9 Excellent

0.9 > α ≥ 0.8 Good

0.8 > α ≥ 0.7 Acceptable

0.7 > α ≥ 0.6 Questionable

0.6 > α ≥ 0.5 Poor

The collected data in this study was analysed using the Statistical Package for

the Social Sciences (SPSS). The measurement of usability of WebGSIM in the study

was interpreted using descriptive analysis based on mean score and standard deviation

for each of five constructs. The results of mean score were characterized into low,

moderate, and high usability from lowest scale of 1 to highest scale of 5. For low

usability, the mean score is ranged between 1 and 2.33. For moderate usability, the

mean score is ranged from 2.34 to 3.67. For high usability, the mean score is ranged

from 3.68 to 5.0. Cut-off point method is used to determine the range of usability (Yusof

et al., 2015).
 36

Table 3.3

Level of usability based on the mean score

Mean Score Level of Usability

3.68 – 5.00 High

2.34 – 3.67 Moderate

1.00 – 2.33 Low

There are two research questions in this study. First research question is “are

the newly developed Web Gravitation Simulation Interactive Module (WebGSIM)

valid and reliable?” The percentage agreement and Cronbach’s alpha was used to

measure validity and reliability of WebGSIM. The second research question is “are the

newly developed Web Gravitation Simulation Interactive Module (WebGSIM) usable

among form 4 Physics Students in Jelutong District?” Descriptive analysis based on

mean and standard deviation was used to evaluate usability of WebGSIM. In short,

different data analysis methods were used to answer the research questions.

Table 3.4

Research question and data analysis

Research Question Data Analysis

Are the newly developed Web Gravitation Validity: Percentage agreement

Simulation Interactive Module Reliability: Cronbach’s alpha

(WebGSIM) valid and reliable?

 37

Are the newly developed Web Gravitation Usability: Descriptive analysis based

Simulation Interactive Module on mean and standard deviation.

(WebGSIM) usable among form 4 Physics

Students in Jelutong District?

3.6 Summary

This chapter discusses methodology which was employed to develop WebGSIM using

ADDIE model and to conduct usability study of developed WebGSIM. The first part

of methodology discusses about the research design involved in this study, which is

developmental research design. Next, the population and sample in this study are

mentioned. The validity, reliability, and usability were measured by experts and

students. Following that. all the research instruments are listed, and the usability

questionnaire based on the five constructs adapted from Technology Acceptance Model

(TAM) is shown. Next, data collection procedure section discusses the instruments

involved, activity, and time arrangement in this research. Lastly, different data analysis

methods to measure validity, reliability and usability are discussed.

 CHAPTER 4

DEVELOPMENT OF WEBGSIM

4.1 Analysis

During analysis phase, information gathering through literature review was carried out

to understand the problems faced by most of the students when learning physics and

the causes of the problems. From the literature review, the researcher knew that some

of the educational websites demotivate students to learn physics because it provides

little interactivity and the 2D physics simulation provided are less stimulating to

students. Therefore, in this phase, the objectives of WebGSIM, target user, design

principles of WebGSIM, and the content of WebGSIM were decided.

 39

4.1.1 Objectives of WebGSIM

The objectives of WebGSIM were identified in analysis phase. The first objective of

WebGSIM is to help students to visualize abstract concept in gravitation topic. The

second objective of WebGSIM is to motivate students to learn gravitation topic.

4.1.2 Target User of WebGSIM

The target user of WebGSIM are teachers or students who wish to teach or learn

gravitation topic at high school level especially form 4 physics students in Malaysia.

To focus and satisfy the needs of target user, a set of design principles were adapted in

WebGSIM. The design principles will be discussed in the following section.

4.1.3 Design Principles of WebGSIM

To solve the problems faced by students and achieve the objectives of WebGSIM, a set

of design principles were adpoted in WebGSIM. These design principles were

implemented when developing WebGSIM. The design principles of WebGSIM and its

justification are shown in Table 4.1.

 40

Table 4.1

Deisgn principles of WebGSIM

No WebGSIM design principles Justification of design principles

1. 3D physics simulation 3D physics simulation will help students to

visualize abstract concept in physics. A

study showed that students learnt better by

using 3D simulation compared to 2D

simulation in Newtonian Mechanics (Koops

et al., 2016).

2. High interactivity Website with high interactivity will

motivate students to learn physics. There is

a study showed that interactive website will

improve students’ intrinsic motivation in

learning (Wang & Reeves, 2006).

3. High usability Website with high usability will help

students to develop confidence which makes

learning more effective (Joyce, 2010).

4. Nonlinear learning Study showed that nonlinear pedagogy is

environment more effective than linear pedagogy (Lee et

al., 2014). Nonlinear leaning environment

allows learners to take different paths and

 41

approaches to learning according to their

interest.

5. Integration with physics Teaching materials which are based on the

education curriculum school curriculum and students’ need will

help students to achieve learning outcomes

(Syatriana, 2019).

4.1.4 Content of WebGSIM

There are 13 learning standards for gravitation topic in physics curriculum Malaysia.

Due to the time contraint, only 5 learning standards were selected as the content of

WebGSIM. The selection of learning standards was based on students’ problems and

weaknesses when learning gravitation topic. The selected content and learning

standards for WebGSIM is summarized in Table 4.2.

Table 4.2

Content standard and learning standard for gravitation topic

Content Standard Learning Standard

3.1 Newton’s Universal Law of 3.1.1 Explain Newton’s Universal Law of

Gravitation Gravitation
 42

3.1.2 Solve problems involving Newton’s

Universal Law of Gravitation

3.2 Kepler’s Laws 3.2.1 Explain Kepler’s Laws

3.2.2 Express Kepler’s Third Law

3.3 Man-made Satellites 3.3.1 Describe how an orbit of a satellite is

maintained at a specific height by setting the

necessary satellite’s velocity

4.1.5 Gantt Chart

A Gantt chart is a type of bar chart that is used to represent and schedule project

activities. Gantt charts can be useful for web development projects, as they provide a

visual representation of the project schedule and help to coordinate the work of the

development team. A Gantt chart for a web development project might include tasks

such as planning and research, design and wireframing, coding and testing, and

deployment and maintenance. The Gantt chart can be used to track the start and end

dates of each task, as well as the dependencies between those tasks. During analysis

phase, Gantt chart was made as a project timeline to ensure that WebGSIM can be

developed on time. Gantt chart for development of WebGSIM is shown in Figure 4.1.
 43

Figure 4.1: Gantt chart for development of WebGSIM

4.2 Design

After analysis phase, WebGSIM was designed according to the design principles of

WebGSIM. In this phase, the features, and functions of WebGSIM were designed to

accomplish the goals of WebGSIM. The design phase was separated into third parts,

which are UX design and UI design of WebGSIM and multimedia design of teaching

materials.
 44

4.2.1 UX Design

UX design, or user experience design, is the process of designing products, systems, or

services with the user's needs and preferences in mind. It involves understanding the

user's goals, behaviors, and attitudes, and using that knowledge to create designs that

are user-friendly, intuitive, and effective. UX design is important to WebGSIM to

ensure that WebGSIM is easy to use according to the design principles mentioned above.

There are three parts in UX design, which are sitemap, wireframing and flowchart.

i) Sitemap

A sitemap is a visual or hierarchical representation of the pages and content on a website.

Sitemap is often used as a planning and design tool, to help website designers and

developers understand the overall structure and organization of the website, and to

identify any gaps or inconsistencies. During design phase, a site map was created to

illustrate the structure of WebGSIM, and its components were specified. The sitemap

of WebGSIM is shown in Figure 4.2.

 45

Figure 4.2 : Sitemap of WebGSIM

ii) Flowchart

A flowchart is a graphical representation of a process or system. It uses symbols and

diagrams to show the steps and decisions involved in a process, and how they relate to

each other. Flowchart was used to structure the flow of learning process in WebGSIM.

There were five lessons in WebGSIM, and each lesson was separated into 4 sections.

The learning process in WebGSIM is nonlinear where the learner can explore the

material and learn at their own pace, without being constrained by a rigid curriculum

or set of instructions. Therefore, some buttons were designed where users can adjust

their learning process by skipping the lesson or returning to the previous lesson. The

flowchart of lesson page in WebGSIM is shown in Figure 4.3.

 46

Figure 4.3: Flowchart of WebGSIM’s lesson page

iii) Wireframing

Wireframing is a design and planning process used in the development of websites,

apps, and other digital products. Wireframes typically do not include colors, graphics,
 47

or other visual design elements, and are often created using simple lines, shapes, and

labels. The goal of wireframing is to create a clear and concise blueprint of the product

that can be used to guide its development and ensure that all necessary elements and

features are included. examples of wireframing are shown in Figure 4.4, Figure 4.5, and

Figure 4.6.

Figure 4.4: Wireframe of home page

Figure 4.5: Wireframe of lesson page (Subtopic 3.1.1)

 48

Figure 4.6: Wireframe of lesson page (Subtopic 3.2.1)

4.2.2 UI Design

UI design, or user interface design, is the process of designing the visual elements and

interactions of a product, system, or service. It is often used in the development of

websites, apps, and other digital products, and it is focused on creating designs that are

visually appealing, easy to use, and effective at achieving their intended goals. UI

design is important because it helps WebGSIM to deliver content to students efficiently.

There are three main components in UI design, which are color design, typography, and

layout design.
 49

i) Color Design

The colors used in the design of a website can have a significant impact on its overall

appearance and effectiveness. Choosing the right colors for a website can help to create

a cohesive, visually appealing design, and can also support the website's brand and

messaging. Since WebGSIM is a technology product, a common combination of neutral

colors such as black, gray, and white were applied to WebGSIM. This creates a clean

and modern look that is often associated with technology products. The color design of

WebGSIM was based on 60-30-10 rule. 60-30-10 rule is a design guideline that

suggests using a specific color scheme to create a balanced and harmonious visual

design. The rule states that 60% of the space should be a dominant color, 30% should

be a secondary color, and 10% should be an accent color. Table 4.2 shows the color

design of WebGSIM’s home page.

Table 4.3

Color design of WebGSIM’s home page

No Color scheme Description Percentage (%)

1. #161b22 Represents a dark shade of 60

blue. In the RGB color
model, #161b22 is composed
of 8.6% red, 10.6% green,
and 13.3% blue.
2. #0d1117 Represents a dark shade of 30
blue. In the RGB color
model, #0d1117 is composed
of 5.1% red, 6.7% green, and
9.0% blue.
3. #0000ff Represents the color of blue. 10
In the RGB color model,
 50

#0000ff is composed of 0%
red, 0% green, and 100%
blue.

The Adobe Color Wheel is a tool in Adobe Creative Suite that allows users to

create and experiment with color schemes. To ensure that the combination of colors of

WebGSIM were harmonious, Adobe Color Wheel was used when designing the color

of WebGSIM. Figure 4.7 shows the monochromatic color harmony of color #161b22

in Adobe Color Wheel.

Figure 4.7: Monochromatic color harmony of color #161b22 in Adobe Color Wheel

ii) Typography

Typography is the art and technique of arranging type to make written language legible,

readable, and appealing when displayed. It involves choosing the typeface, font size,
 51

line spacing, and other elements to create a hierarchical structure and a visual hierarchy

that guides the reader's eye. Typography is an important aspect of when designing

WebGSIM, as it can affect the readability and usability of the content in WebGSIM.

Table 4.4 shows the typography guidelines and how it was implemented in WebGSIM.

Table 4.4

Implementation of typography guidelines in WebGSIM

No Typography guidelines Implementation in WebGSIM

1. Use a clear and legible font The font Sergeo UI was used in WebGSIM

because it has good readability. The font has

a high x-height, which means that the

lowercase letters are larger and more

prominent than the uppercase letters. This

makes it easier to read the text, especially at

small sizes.

2. Use appropriate font sizes The body text of WebGSIM is 18 pixels and

it is large enough to be readable on most

devices and screens. It is also not too large

to take up too much space on the page.

3. Use appropriate font color White color font was used to avoid clashing

with the dark background color of

 52

WebGSIM. This font color will create

contrast and increase the readability of the

content in WebGSIM.

4. Use hierarchy and contrast WebGSIM used hierarchy and contrast

effectively to guide the user's attention and

make the content easy to read and

understand. For example, WebGSIM

applied different font size and font weight to

differentiate headings and body text.

iii) Layout Design

Layout design is the process of arranging and organizing the visual elements on a page

or screen in a way that is aesthetically pleasing and effective. It involves arranging the

text, images, and other elements on the page in a hierarchy, using whitespace and other

design techniques to create balance and contrast. Layout design is an important aspect

when designing WebGSIM because it can affect readability and usability of content in

WebGSIM. 12 x 12 grid system was applied to the layout design of WebGSIM where

the page or screen was divided into 12 equal-sized columns and 12 equal-sized rows.

12 x 12 grid system was chosen as the layout design of WebGSIM because is divisible

by a wide range of numbers into 2, 3, 4, 6, 8, 9, or 12 units, which allows WebGSIM to

 53

have a wide range of different layout structures and patterns. Figure 4.8 shows the

layout deisgn of WebGSIM based on 12 x 12 grid system.

Figure 4.8: Layout design of WebGSIM’s lesson page

4.2.3 Multimedia Design

Multimedia design is a field of design that involves the use of multiple media, such as

text, images, audio, and video, to create engaging and interactive experiences.

Multimedia is important for WebGSIM because it creates engaging and interactive

 54

experiences for users. By using a combination of graphics, audio, video, and simulation,

multimedia can help to make WebGSIM to motivate students to learn physics.

i) Graphics

Graphics refers to visual images or designs on a computer screen, television, or other

display device. They can make information easier to understand by presenting it in a

visual way, which can be particularly useful for complex or technical concepts. In

WebGSIM, graphics were used in teaching materials for students to understand

gravitation topic easily. At the same time, graphics were used in WebGSIM to make

learning more interactive and engaging, which can help to keep students interested and

motivated. Most of the graphics in WebGSIM were in SVG (Scalable Vector Graphics)

format because SVG can be scaled without losing quality. Besides, SVG files are

smaller in size than raster-based image formats, such as PNG or JPEG. This can

improve the performance of WebGSIM by reducing the amount of time it takes to load

the images. Before start developing WebGSIM, all the relevant graphics were made by

using Powerpoint or downloaded from internet. This makes the development process

smooth and saves a lot of time.

 55

ii) Audio

Audio refers to sound that is recorded or played back using electronic devices. This can

include music, speech, or other sounds that are captured and stored in a digital format.

Audio is an important element in WebGSIM because it can enhance the user experience

which makes WebGSIM more engaging and interactive. For example, a correct sound

effect will be played when student answers a question correctly. This creates an

interactive learning environment where students can get the response to a stimulus

immediately. Besides, audio was used in WebGSIM to convey information or

knowledge through speech. For example, the text will be converted into audio or speech

when user change the slide when learning in WebGSIM. This benefits auditory learners

who are more likely to remember information if they hear it spoken aloud. The speech

used in WebGSIM was generated by using Microsoft Azure AI Speech where it is a

cloud-based speech recognition and natural language processing service that is part of

the Microsoft Azure AI platform. During design phase, all the audio or speech were

prepared first before developing the website because it saves more time. Figure 4.9

shows how the text was translated into speech by using Microsoft Azure AI Speech.

Figure 4.9: Translating text into speech in Microsoft Azure AI Speech

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iii) Video

A video is a series of moving images, typically captured by a camera or other device

and displayed on a screen or other viewing platform. Video is important in WebGSIM

which makes the website more engaging and interesting for visitors. By adding video

content in WebGSIM, students can learn with a more interactive and dynamic learning

experience.

iv) Simulation

A simulation is a model of a real-world system or process. It is a way of studying or

analyzing the behavior of a system or process by creating a virtual version of it that can

be observed and experimented with. A physics simulation is a computer program that

uses mathematical equations and algorithms to model the behavior of physical systems.

The equations and algorithms are based on the laws of physics. GlowScript is a web-

based programming environment that allows users to create interactive 3D graphics and

simulations. It is built on top of the popular JavaScript programming language and is

designed to be easy to use, even for those with little to no programming experience.

With GlowScript, you can create a wide range of graphical simulations, from simple

animations to complex physics simulations. It is commonly used in education to help

students learn programming and 3D modeling concepts. GlowScript uses WebGL,

which is a JavaScript API for rendering interactive 3D graphics within a web browser,
 57

to display the output of its programs. WebGL is built on top of the HTML5 canvas

element and allows for the creation of high-performance 3D graphics without the need

for plug-ins. GlowScript uses the VPython library, which is built on top of WebGL, to

provide a simple and intuitive interface for creating and manipulating 3D graphics

within a web browser. This allows users to create interactive 3D simulations and

visualizations using GlowScript without needing to have any prior knowledge of

WebGL. Figure 4.10 shows how 3D simulation is rendered in WebGSIM by using

Glowscript library.

Convert Python
Generate Python
code into
code based on
JavaScript code
user input
(by compiler.js)

Adjust parameter
for simulation in
WebGSIM Execute
Render 3D
JavaScript code
WebGL
using Glowscript Web page
animation
library
(by WebGL)
(by glow.js)

User Client Web Browser

Figure 4.10: Architecutre of simulation in WebGSIM

Drawing flowchart is one of the important parts during the development of

physics simulation in WebGSIM because flowchart can serve as a reference during the

coding process, providing a clear and concise description of the steps involved ensure
 58

that the simulation can be displayed accurately. Figure 4.11 shows the flowchart of the

simulation in WebGSIM.

Figure 4.11: Flowchart of simulation of Earth orbits Sun

 59

4.3 Development

During development phase, WebGSIM was developed based on the UX design, UI

design and multimedia design decided earlier by using programming. The main part of

development phase was developing web pages for the learning content. After all the

web pages were successfully developed, WebGSIM was deployed to web hosting

server which made WebGSIM live and accessible to users on the internet. Then,

WebGSIM was tested to ensure that WebGSIM follows all the design principles, and it

functioned as expected. Lastly, expert validation was done on WebGSIM to ensure that

WebGSIM was valid and reliable. Changes were made on WebGSIM based on the

expert’s comment.

4.3.1 Webpages Development

There were 6 web pages in WebGSIM, with 1 page for the home page and 5 pages for

lesson pages. Web pages in WebGSIM were developed by the programming language

such as HTML, CSS, and JavaScript. HTML (Hypertext Markup Language) is a

markup language that is used to structure and format content on the web. HTML uses

a set of tags and attributes to define the structure and layout of web pages, including

headings, paragraphs, lists, links, and other elements. CSS (Cascading Style Sheets) is

a stylesheet language that is used to describe the presentation and formatting of a

document written in a markup language, such as HTML. CSS is used to control the
 60

appearance and layout of web pages and allows developers to separate the content of a

web page from its presentation and design. JavaScript is a programming language that

is commonly used to create interactive and dynamic elements on web pages. JavaScript

is used to add functionality and interactivity to web pages, such as responding to user

input, updating content, and controlling animations and other visual effects.

The code editor, Visual Studio Code (VS Code) was selected to develop

WebGSIM due to its fast performance, intuitive user interface, extensibility and it

supports wide range of languages and platforms. Figure 4.12 shows the interface of VS

code.

Figure 4.12: Interface of Visual Studio Code (VS Code)

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i) Home Page

A home page is the main page of a website and is typically the first page that users see

when they visit the site. A home page is important because it serves as the entry point

to the rest of the website and provides users with a starting point for exploring the site's

content and features. The home page in WebGSIM was developed to be user-friendly

and easy to navigate, with clear and concise information about the courses available on

the site. Figure 4.13 shows parts of home page of WebGSIM.

Figure 4.13: Home page of WebGSIM

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ii) Swiper Slideshow (Lesson 311)

Lesson 311 covers the learning standard of “Explain Newton’s Universal Law of

Gravitation”. In this lesson, Swiper API was used to create a slideshow as an

instructional technology to explain Newton’s Universal Law of Gravitation as shown

in Figure 4.14. Swiper API is a set of programming instructions that allow developers

to access and integrate the functionality of Swiper, a mobile touch slider and framework,

with other applications and websites. The Swiper API allows developers to control

aspects of the user interface, such as the transition effect, pagination, navigation, and

other features. It can be used to create mobile-friendly sliders and carousels for

displaying images, videos, and other content on a website or in an app. For every slide

change, speech will be played based on the text in the slide.

This lesson was separated into four sections. The first section of this lesson tells

the history of gravity. The second section of this lesson explains the definition and

formula of Newton’s Universal Law of Gravitation. The third section of this lesson

showed an example on how to calculate gravitational force using the formula. The final

section of this lesson is quiz to test students’ understanding (as shown in Figure 4.15).
 63

Figure 4.14: Swiper Slideshow for lesson 311

Figure 4.15: Quiz for lesson 311

 64

iii) Immersive PBL (Lesson 312)

Lesson 312 covers the learning standard of “Solve problems involving Newton’s

Universal Law of Gravitation”. In this lesson, immersive Problem Based Learning

(PBL) was used as an instructional method which allows students to learn problem

solving involving Newton’s Universal Law of Gravitation in an immersive learning

environment. Immersive problem-based learning (PBL) is an instructional approach

that focuses on using real-world problems and scenarios to engage learners and

encourage them to apply their knowledge and skills to solve complex problems. In this

lesson, learners were placed in a simulated or virtual environment that closely

resembles the real world. They were given a problem or challenge to solve which will

develop their critical thinking skill.

Similarly, lesson 312 was separated into four sections. The first section of this

lesson tells the fact that mass of Earth is decreasing by asking students to watch a video,

as shown in Figure 4.16. The second section of this lesson was separated into two parts.

The first part of this section aroused a question that the mass of Earth is decreasing, is

there any effect on the gravitational force, to the students by using storytelling method

as shown in Figure 4.17. The second part of this section asks students to fill in their

calculations in the table as shown in Figure 4.18. The third and fourth section were like

the previous sections, but it investigates the effect of distance on gravitational force.
 65

Figure 4.16: A video on explaining the fact of Earth’s mass is decreasing

Figure 4.17: Presenting a problem to students using storytelling method

 66

Figure 4.18: Table of calculation which requires users’ input

iv) 3D Simulation (Lesson 321)

Lesson 321 covers the learning standard of “Explain Kepler’s Laws”. In this lesson, 3D

simulation was used as an instructional technology to explain Kepler’s Second Law.

The 3D simulation was interactable where students can manipulate and interact with

the virtual objects and systems in real time. For example, students can adjust the

position and angle of camera by dragging the simulation. Besides, students were also

allowed to pause and reset the simulation as shown in Figure 4.19.

 67

Kolb’s Experiential Learning Theory was implemented in the 3D simulation

which allowed students to actively engage with and explore virtual environments and

systems. There were two key components in this 3D simulation: concrete experience

and reflective observation. In this lesson, students are allowed to interact with the 3D

simulation, which provided students with a concrete experience for them to develop a

deeper understanding of the underlying principles and concepts. Next, students will

reflect on the simulation of Kepler's second law which helped them to understand the

relationship between a planet's position, velocity, and area of the. For example, students

will record their observations by answering the quiz as shown in Figure 4.20.

Figure 4.19: 3D Simulation of Kepler’s Second Law for circular orbit

 68

Figure 4.20: Observation quiz for simulation

v) Interactive Derivation (Lesson 322)

Lesson 322 covers the learning standard of “Express Kepler’s Third Law”. In this

lesson, Interactive Derivation (ID) was used as an instructional technology which

allowed students to derive the formula of Kepler’s Third Law step by step by answering

the question as shown in Figure 4.21. ID applies the concept of interactive video, where

timeline of the video is determined by the viewer's actions and choices. First, ID

displayed the question, and the video was paused. When students answer the quiz

correctly, the video will be played until the next derivation process. The cycle will be

repeated until students successfully made a conclusion for Kepler’s Third Law.
 69

Figure 4.21: Interactive derivation for Kepler’s Third Law

vi) Interactive Simulation (Lesson 331)

Lesson 331 covers the learning standard of “Describe how an orbit of a satellite is

maintained at a specific height by setting the necessary satellite’s velocity”. Interactive

simulation was used as an instructional technology which allowed adjust the velocity

of satellite and observe the change of orbit as shown in Figure 4.22. This lesson was

divided into four sections. The first section of this lesson limited the range of satellite

velocity from 0 to 10 m/s for students to observe the satellite if it moved with zero

velocity. The first section of this lesson limited the range of satellite velocity from 0 to

10 m/s for students to observe the satellite if it moved with zero velocity. After this,

students had to answer the questions based on their observation for this section. The
 70

next three sections were low velocity (below than orbital velocity), orbital velocity and

high velocity (escape velocity).

Figure 4.22: Interactive simulation for orbital velocity

4.3.2 Deployment

Website deployment refers to the process of making a website or web application

available to users on the internet. This typically involves transferring the files and code

that make up the website from a local development environment to a remote web server.

WebGSIM was deployed to GitHub by using GitHub Pages which was a web hosting

server. All the source codes or files in WebGSIM were upload to GitHub Pages through
 71

GitHub Desktop as shown in Figure 4.23. GitHub Pages was chosen to deploy

WebGSIM because it is free to host the website, easy to setup and relatively stable.

However, the size of GitHub Pages cannot be larger than 1 GB, individual file larger

than 100 MB will be blocked from upload and the bandwidth is limited to 100 GB per

month.

Figure 4.23: GitHub Desktop

4.3.3 Testing

Since WebGSIM was a static website, then testing WebGSIM involves verifying that

all of the website's pages and features are working properly and as expected. This also

included checking the WebGSIM's content and design, as well as testing its
 72

functionality and performance. Testing of WebGSIM was started by reviewing the

website's content and design to ensure that all of the text, images, and other elements

are displayed correctly and look as intended. Next, WebGSIM’s functionality was

tested by clicking on all of the links, buttons, and other interactive elements to make

sure they work properly and take the user to the correct pages or locations. WebGSIM’s

performance was checked by testing it on different devices and browsers to make sure

it loads quickly and smoothly on all the platforms and configurations that it is intended

to support. Finally, the source code of WebGSIM was reviewed and restructured to

ensure that it was well-written, organized, and followd best practices for web

development. This can help to ensure WebGSIM was maintainable and scalable.

Testing helped WebGSIM to identify and fix any issues or bugs before the website was

published and made available to the public.

4.3.4 Expert Validation

WebGSIM was reviewed and validated by two experts to ensure that the website was

valid and reliable before proceeding to pilot test. Both face and content of validity of

WebGSIM were 100%, which meant that WebGSIM was valid and reliable. However,

some modifications were made based on the experts’ comments and suggestions. For

example, the size of WebGSIM was reduced because it took a lot of time to load the

digital content.
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4.4 Implementation

During implementation phase, pilot test was carried out on a group of students who

were not involved in the study. In pilot test, the students were required to learn

gravitation topic using WebGSIM and answer the usability questionnaire. This phase

was the phase to ensure WebGSIM, usability questionnaire and user manual were in

good condition. Some modifications were made on WebGSIM, and usability

questionnaire based on the pilot test.

4.5 Evaluation

During evaluation phase, the usability questionnaire was distributed to students after

they learned gravitation topic using WebGSIM. This phase was the phase to measure

the usability of WebGSIM. After the survey, all the items in usability questionnaire

were analyzed by SPSS. Also, all the weaknesses, bugs and problems faced during the

development of WebGSIM were identified in this phase.

 CHAPTER 5

FINDINGS AND ANALYSIS

5.1 Introduction

This chapter will discuss about the results and analysis of the research. First, this

chapter will report the face and content validity of WebGSIM and usability

questionnaire. Next, this chapter will show the reliability of items for each construct in

the usability questionnaire for the pilot test. Then, this chapter further explains the

results of the survey which involves demographic information of respondents and 5

constructs for the usability. Last, this chapter ends with the summary of the findings.
 75

5.2 Validity

According to Sidek and Jamaludin (2005), the validity of product or instrument should

exceed 70 percent. The validity was calculated by using the formula in Figure 5.1.

Figure 5.1: Formula for Content Validity Achievement

5.2.1 Face and Content Validity of WebGSIM

Table 5.1 shows the percentage of agreement from two experts about the face

and content validity of WebGSIM. The face validity of WebGSIM is 100 % while the

content validity of WebGSIM is 100%. Based on the validity validation, WebGSIM is

valid to use because the validity of WebGSIM is over 70%.

Some recommendations for WebGSIM were given by the experts in the expert

validation process. Firstly, the font in WebGSIM should be consistent because there are

many types of fonts were used in WebGSIM. Second, WebGSIM took long time to be

loaded because there are a lot of digital content. Third, the graphics quality of

WebGSIM can be improved to attract students’ interest. Based on the suggestions from
 76

experts, some modifications were made to improve WebGSIM before conducting pilot

study.

Table 5.1

Face and Content Validity of WebGSIM

Face Validity (%) Content Validity (%)

Expert 1 100 100

Expert 2 100 100

Average Percentage (%) 100 100

5.2.2 Face and Content Validity of Usability Questionnaire

Table 5.2 shows the percentage of agreement from two experts about the face and

content validity of usability questionnaire. The face validity of usability questionnaire

is 100 % while the content validity of usability questionnaire is 97.5 %.

Some recommendations for the usability questionnaire were given by the

experts in the expert validation process. First, “learning performance” and “academic

performance” are not equivalent. Second, “academic productivity” and “productivity in

physics” are not equivalent. Therefore, some modifications were made to improve

usability questionnaire before conducting pilot study.

 77

Table 5.2

Face and Content Validity of Usability Questionnaire

Face Validity (%) Content Validity (%)

Expert 1 100 95

Expert 2 100 100

Average Percentage (%) 100 97.5

5.3 Reliability

During the pilot study, the usability questionnaire was distributed answered by 34 form

4 physics students, who were not involved in the study. The data from the pilot study

was analyzed for reliability as shown in Table 5.3. Then, the reliability was calculated

using Cronbach's alpha method. For this pilot test, the calculated Cronbach's alpha

coefficients were found to be between 0.85 and 0.97. Since Cronbach’s alpha is over

0.7, the researcher proceed to the real survey test.

Table 5.3

Reliability of all five constructs in pilot questionnaire

Construct Cronbach’ s Alpha

Perceived Ease of Use 0.97

 78

Perceived Usefulness 0.85

Attitude 0.93

Behavioural Intention 0.91

Self-Efficacy 0.85

5.4 Usability Questionnaire

To determine the usability of WebGSIM, the usability questionnaire was distributed to

form 4 physics students in Jelutong district. The usability questionnaire consists of two

sections. Section A is demographic information which collects the gender and ethnicity

information of the respondents while section B collects the data for the usability of

WebGSIM.

5.4.1 Demographic Information

The total number of form 4 physics participated in this survey was 67, where 48

students (71.64%) were male, and 19 students (28.36%) were female. Besides that, the

respondents consists of 64 Chinese (95.52%), 2 Malay (2.99%) and 1 Indian (1.49 %).

The data are summarized in Table 5.4.

 79

Table 5.4

Summary of Respondents’ Background

No Item Detail Percent (%) Frequency

1 Gender Male 71.64 48

Female 28.36 19

2 Ethnicity Chinese 95.52 64

Malay 2.99 2

Indian 1.49 1

5.4.2 Usability of WebGSIM

To determine the usability of WebGSIM, twenty items from the usability questionnaire

were analyzed using SPSS sofware. Five-point Likert scale answers were used in the

usability questionnaire, namely, 1 (Strongly Disagree), 2 (Disagree), 3 (Uncertain), 4

(Agree) and 5 (Strongly Agree). Descriptive analysis was used to determine mean and

standard deviation for each item. The mean and standard deviation of usability

constructs and overall mean for usability are shown in Table 5.5.
 80

Table 5.5

The Mean and Standard Deviation of 5 Usability Constructs

Mean Standard Deviation

Perceived Ease of Use 4.43 0.664

Perceived Usefulness 4.64 0.532

Attitude 4.69 0.535

Behavioural Intention 4.62 0.682

Self-Efficacy 4.45 0.622

Overall Mean 4.57

5.4.2.1 Perceived Ease of Use

The first construct in measuring the usability of WebGSIM is perceived ease of use.

Perceived ease of use refers to the degree to which physics student believes that using

WebGSIM will be free of effort. In the usability questionnaire, the students were asked

whether WebGSIM is easy to use. Table 5.6 shows the percentage and frequency of

response, mean and standard deviation for each item in the construct of perceived ease

of use.
 81

Table 5.6

Usability Analysis for the Construct of Perceived Ease of Use

Respondents’ Response, % (f)

No Item Mean SD
1 2 3 4 5

E1 Learning to use 4.57 0.679 0.0 0.0 10.4 22.4 67.2

(7)
WebGSIM is easy for (0) (0) (15) (45)

me.

E2 My interaction with 4.43 0.743 0.0 0.0 14.9 26.9 58.2

WebGSIM is (0) (0) (10) (18) (39)

understandable.

E3 Using WebGSIM 4.33 0.805 0.0 0.0 20.9 25.4 53.7

does not require (0) (0) (14) (17) (36)

mental effort.

E4 The instruction given 4.37 0.832 0.0 1.5 17.9 22.4 58.2

in WebGSIM is clear. (0) (1) (12) (15) (39)

Overall Mean = 4.43

For item E1, there were 67.2 % or 45 of respondents strongly agreed learning

to use WebGSIM is easy. The mean for this item was 4.57 and the standard deviation

was 0.679. For item E2, there were 58.2 % or 39 of respondents strongly agreed that

their interaction with WebGSIM is understandable. The mean for this item was 4.43

and the standard deviation was 0.743. For item E3, there were 53.7 % or 36 of

respondents strongly agreed that using WebGSIM does not require mental effort. The

mean for this item was 4.33 and the standard deviation was 0.805. For item E4, there
 82

were 58.2 % or 39 of respondents strongly agreed that the instruction given in

WebGSIM is clear. The mean for this item was 4.37 and the standard deviation was

0.832. The overall mean for this construct is 4.43.

5.4.2.2 Perceived Usefulness

The second construct in measuring the usability of WebGSIM is perceived usefulness.

Perceived usefulness refers to the degree to which physics student believes that using a

WebGSIM will enhance his or her job performance. In the usability questionnaire, the

students were asked whether WebGSIM is useful to their physics learning. Table 5.7

shows the percentage and frequency of response, mean and standard deviation for each

item in the construct of perceived usefulness.

Table 5.7

Usability Analysis for the Construct of Usefulness

Respondents’ Response, % (f)

No Item Mean SD
1 2 3 4 5

U1 Using WebGSIM 4.63 0.624 0.0 0.0 7.5 22.4 70.1

would improve my (0) (0) (5) (15) (47)

learning performance

in phyiscs
 83

U2 Using WebGSIM will 4.64 0.620 0.0 0.0 7.5 20.9 71.6

improve my academic (0) (0) (5) (14) (48)

productivity in

physics learning.

U3 WebGSIM is useful 4.60 0.605 0.0 0.0 6 28.4 65.7

for my physics (0) (0) (4) (19) (44)

learning.

U4 Using WebGSIM 4.67 0.613 0.0 1.5 7.5 17.9 74.6

enables me to learn (0) (1) (5) (12) (50)

physics quickly.

Overall Mean = 4.64

For item U1, there were 70.1 % or 47 of respondents strongly agreed that using

WebGSIM would improve their learning performance in phyiscs. The mean for this

item was 4.63 and the standard deviation was 0.624. For item U2, there were 71.6 % or

48 of respondents strongly agreed that using WebGSIM will improve their academic

productivity in physics learning. The mean for this item was 4.64 and the standard

deviation was 0.620. For item U3, there were 65.7 % or 44 of respondents strongly

agreed that WebGSIM is useful for their physics learning. The mean for this item was

4.60 and the standard deviation was 0.605. For item U4, there were 74.6 % or 50 of

respondents strongly agreed that using WebGSIM enables them to learn physics

quickly. The mean for this item was 4.67 and the standard deviation was 0.613. The

overall mean for this construct is 4.64.

 84

5.4.2.3 Attitude

The third construct in measuring the usability of WebGSIM is attitude. Attitude refers

to physics student’s attitude toward the use of WebGSIM. In the usability questionnaire,

the students were asked whether they like to use WebGSIM to learn physics. Table 5.8

shows the percentage and frequency of response, mean and standard deviation for each

item in the construct of attitude.

Table 5.8

Usability Analysis for the Construct of Attitude

Respondents’ Response, % (f)

No Item Mean SD
1 2 3 4 5

A1 WebGSIM makes 4.75 0.586 0.0 0.0 7.5 17.9 74.6

physics learning more (0) (0) (5) (12) (50)

interesting.

A2 I am enjoyed learning 4.69 0.633 0.0 1.5 4.5 17.9 76.1

physics using (0) (1) (3) (12) (51)

WebGSIM

A3 I like using 4.67 0.637 0.0 1.5 4.5 19.4 74.6

WebGSIM. (0) (1) (3) (13) (50)

A4 Learning physics 4.66 0.617 0.0 0.0 7.5 19.4 73.1

using WebGSIM is a (0) (0) (5) (13) (49)

good idea.
 85

Overall Mean = 4.69

For item A1, there were 74.6 % or 50 of respondents strongly agreed that

WebGSIM makes physics learning more interesting. The mean for this item was 4.75

and the standard deviation was 0.586. For item A2, there were 76.1 % or 51 of

respondents strongly agreed that they enjoyed learning physics using WebGSIM. The

mean for this item was 4.69 and the standard deviation was 0.633. For item A3, there

were 74.6 % or 50 of respondents strongly agreed that they like using WebGSIM. The

mean for this item was 4.67 and the standard deviation was 0.637. For item A4, there

were 73.1 % or 49 of respondents strongly agreed that learning physics using

WebGSIM is a good idea. The mean for this item was 4.66 and the standard deviation

was 0.617. The overall mean for this construct is 4.69.

5.4.2.4 Behavioral Intention

The fourth construct in measuring the usability of WebGSIM is attitude. Behavioral

intention refers to physics student’s intention or motivation to use WebGSIM in future

learning. In the usability questionnaire, the students were asked whether they will use

WebGSIM to learn physics in the future. Table 5.9 shows the percentage and frequency

of response, mean and standard deviation for each item in the construct of behavioral

intention.
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Table 5.9

Usability Analysis for the Construct of Behavioral Intention

Respondents’ Response, % (f)

No Item Mean SD
1 2 3 4 5

B1 I will use WebGSIM 4.58 0.856 1.5 3.0 6.0 14.9 74.6

for my future physics (1) (2) (4) (10) (50)

learning.

B2 I plan to use 4.61 0.797 0.0 4.5 6.0 13.4 76.1

WebGSIM regularly. (0) (3) (4) (9) (51)

B3 I am motivated to use 4.60 0.718 0.0 6.0 3.0 16.4 74.6

WebGSIM. (0) (4) (2) (11) (50)

B4 I will recommend 4.67 0.613 0.0 0.0 7.5 17.9 74.6

others to use (0) (0) (5) (12) (50)

WebGSIM.

Overall Mean = 4.62

For item B1, there were 74.6 % or 50 of respondents strongly agreed that they

will use WebGSIM for future physics learning. The mean for this item was 4.58 and

the standard deviation was 0.856. For item B2, there were 76.1 % or 51 of respondents

strongly agreed that they plan to use WebGSIM regularly. The mean for this item was

4.61 and the standard deviation was 0.797. For item B3, there were 74.6 % or 50 of

respondents strongly agreed that they are motivated to use WebGSIM. The mean for

this item was 4.60 and the standard deviation was 0.718. For item B4, there were 74.6 %

or 50 of respondents strongly agreed that they will recommend others to use WebGSIM.
 87

The mean for this item was 4.67 and the standard deviation was 0.613. The overall

mean for this construct is 4.62.

5.4.2.5 Self-Efficacy

The fifth construct in measuring the usability of WebGSIM is self-efficacy. Self

efficacy refers to physics student’s confidence level on their capabilities to use

WebGSIM. In the usability questionnaire, the students were asked whether they are

confident to use WebGSIM without guidance. Table 5.10 shows the percentage and

frequency of response, mean and standard deviation for each item in the construct of

self-efficacy.

Table 5.10

Usability Analysis for the Construct of Self-Efficacy

Respondents’ Response, % (f)

No Item Mean SD
1 2 3 4 5

S1 I feel confident to use 4.49 0.704 0.0 1.5 7.5 31.3 59.7

WebGSIM for (0) (1) (5) (21) (40)

learning physics.
 88

S2 I have the necessary 4.42 0.721 0.0 0.0 13.4 31.3 55.2

skills for using (0) (0) (9) (21) (37)

WebGSIM.

S3 I feel confident to use 4.43 0.802 0.0 0.0 19.4 17.9 62.7

WebGSIM without (0) (0) (13) (12) (42)

guidance.

S4 I feel confident to use 4.46 0.659 0.0 0.0 9.0 35.8 55.2

WebGSIM without (0) (0) (6) (24) (37)

guidance

Overal Mean = 4.45

For item S1, there were 59.7 % or 40 of respondents strongly agreed that they

feel confident to use WebGSIM for learning physics. The mean for this item was 4.49

and the standard deviation was 0.704. For item S2, there were 55.2 % or 37 of

respondents strongly agreed that they have the necessary skills for using WebGSIM.

The mean for this item was 4.42 and the standard deviation was 0.721. For item S3,

there were 62.7% or 42 of respondents strongly agreed that they feel confident to use

WebGSIM without guidance. The mean for this item was 4.43 and the standard

deviation was 0.802. For item S4, there were 55.2 % or 37 of respondents strongly

agreed that they feel confident to use WebGSIM without guidance. The mean for this

item was 4.46 and the standard deviation was 0.659. The overall mean for this construct

is 4.45.
 89

5.5 Conclusion

In conclusion, WebGSIM was successfully developed in this research. WebGSIM was

extremely valid as the percentage agreement given by experts is 100% for both face

and content validity of WebGSIM. In the survey, the respondents had given an overall

mean of 4.43 for perceived ease of use, 4.64 for perceived usefulness, 4.69 for attitude,

4.62 for behavioral intention and 4.45 for self-efficacy. This shows that WebGSIM is

highly usable, and it can be used in teaching and learning process.

 CHAPTER 6

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

6.1 Introduction

This chapter starts with the discussion of the product, WebGSIM. Then the discussion

of the survey based on the research questions. The conclusion is written in section 6.4.

After that, the implication of study will be dicussed in detail. At the end of this chapter,

some recommendation for future research are discussed.

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6.2 Discussion of WebGSIM

The web application, WebGSIM was developed based on HTML,CSS, JavaScript, and

Python by using ADDIE model. WebGSIM was developed to solve two problems. The

first problem is most of the students feel that gravitation topic is an abstract topic and

difficult to visualize. The second problem is some of the students were demotivated

when learning gravitation topic because most of the educational technologies are less

attractive to them. Hence, there are two main objectives of WebGSIM. The first

objective of WebGSIM is to help students to visualize abstract concept in gravitation

topic by using 3D simulation. The second objective of WebGSIM is to motivate

students to learn gravitation topic by adding a lot of interactivities into their learning

process. Based on the results of expert validation, both face and content validity of

WebGSIM were 100 %. This means that WebGSIM has a very high validity. Therefore,

the first research question was answered, where the newly developed Web Gravitation

Simulation Interactive Module (WebGSIM) are both valid and reliable.

6.3 Discussion of the Survey

The usability of the developed WebGSIM for the teaching and learning purpose was

surveyed based on the five constructs, namely perceived ease of use, perceived

usefulness, attitude, behavioural intention, and self-efficacy. From the table, the mean

and standard deviation of every construct is shown. The construct perceived ease of use
 92

received good response from the respondents where the mean is 4.69. However, the

lowest mean within the 5 constructs was the perceived ease of use. Overall, the

respondents believed that WebGSIM had a good usability because the overall mean

was 4.57.

The mean for the construct of perceived ease of use was 4.43. So, the

respondents believed that WebGSIM was easy to use. This finding is supported by

Lederer (2000) where he found that users would feel easy to use if the users could easily

to perform such tasks as visualizing where they had been and could go to find

information in the page. According to Brown (2022), websites should be designed and

structured in a way that makes them easy to navigate. Similarly, WebGSIM was

designed with simple navigation and a user-friendly interface, making it easy for users

to find their way around and learn gravitation topic without using much mental effort.

However, the mean score of construct perceived ease of use was the lowest among 5

constructs. This finding is supported by Venkatesh (2000) where users will feel

uncomfortable when they perform diffcult task. The perceived ease of use of WebGSIM

was the lowest among the construct might be due to some of the educational

technologies in WebGSIM were difficult to use.

Furthermore, the mean value for the construct of perceived usefulness was 4.64.

This result showed that the respondents feel that WebGSIM was useful to their physics

learning. This finding is consistent with prior research by Chaikivskyi (2009) where he

believed that 3D simulation will make students feel useful especially when learning a

difficult and abstract topic or concept. Besides that, the enjoyment that a person gets
 93

from exploring a website can certainly enhance their perception of its usefulness (Wang

& Li, 2019). This means that the game-based learning elements such as reward in

WebGSIM will make students felt WebGSIM were useful for their learning.

Moreover, the mean value for the construct of attitude was 4.69. This mean was

the highest among 5 constructs and this showed that the respondents had a positive

attitude towards using WebGSIM. This finding is supported by Weng (2018) where the

attitude was influenced positively by perceived ease of use and perceived usefulness.

Besides that, the font type, color scheme, design elements, animation, layout, and

organization of the interface can all influence the user's attitudes and emotions

(Alcántara-Pilar et al., 2018). Similarly, the user interface of WebGSIM has been

carefully designed to provide an intuitive and enjoyable experience for users. Every

aspect of the interface, from the layout and organization to the font type and color

scheme, has been carefully considered to ensure that it is easy to use and visually

appealing.

Besides, the mean value for the construct of behavioural intention was 4.62. So,

the respondents had a strong intention and high motivation level to use WebGSIM in

their future. This finding is supported by Humida (2021) where he found that perceived

usefulness (PU) has a significant influence on students' behavioral intention towards

using the technology. Besides that, the interactivity can affect the behavioral intention

of students towards using websites (Jin & Oh, 2019). Therefore, educational websites

should add interactive elements into the learning environment to ensure that the

students will use the website in the future.

 94

The mean value for the external variable self-efficacy was 4.45. This result

showed that the respondents were confident that they are capable to use WebGSIM for

learning physics. This finding was parallel with the study by Pan (2020) which showed

that people with high self-efficacy in using technology are more likely to use

technology more frequently and effectively, as they feel confident and capable in their

ability to do so. Besides, a study from Ummi and Tho (2021) found that teacher’s self-

efficacy is lower than student’s self-efficacy which might affect the usability and actual

usage of the technology in classroom. This research is important because the suitability

and relevance of target user will affect the actual usage of educational technology.

6.4 Conclusion

The researcher had successfully developed the educational web application, WebGSIM

which focuses on gravitation topic. WebGSIM was developed based on ADDIE model

which consists of five phases, namely analysis, design, develop, implement, and

evaluate. WebGSIM was made up of 1 home page and 5 lesson pages with 5 distinct

educational technology. WebGSIM obtained a high validity from expert validation

where both the face and content validity were 100%. From the pilot test, the Cronbach's

alpha coefficients were found to be between 0.85 and 0.97 which were over 0.7.

Therefore, the first research question was answered, where the newly developed

WebGSIM was both valid and reliable.

 95

The usability of WebGSIM was measured by five constructs adapted from

Technology Acceptance Model (TAM). The five constructs were perceived ease of use,

perceived usefulness, attitude, behavioural intention, and self-efficacy. From the survey,

the respondents agreed that WebGSIM is easy to use (mean=4.43), WebGSIM is useful

for them in learning physics (mean=4.64), they like to use WebGSIM (mean=4.69),

they intended to use WebGSIM in their future (mean=4.62) and they are confident to

use WebGSIM (mean=4.45). These findings showed that WebGSIM had a good

usability (mean=4.57).

In conclusion, it can be concluded that this research had achieved all the

research objectives and all the research questions were answered. The new and

innovative educational web technology, WebGSIM is suitable to implement into

regular teaching and learning process because it can help students to visualize abstract

concept in gravitation topic and increase students’ motivation level in learning physics.

6.5 Implication of Study

This study could be significant for educators, students, and developers. There are

several implications of this study. Firstly, educators may consider using WebGSIM as

a supplement to traditional classroom instruction or as a primary means of delivering

course material to teach gravitation topic. This is due to the reason that WebGSIM can

help students to visualize abstract gravitation phenomenon by using 3D simulation. The

 96

second implication of this research is students may benefit from the use of the

WebGSIM as a tool for learning because WebGSIM has high level of interactivity

which creates engaging environment for students to learn physics. The third implication

of this study is the developers may use the study's findings to inform the design and

development of future interactive learning websites. For example, the design principles

of WebGSIM can be used as a reference to design an interactive and visually appealing

learning website. The fourth implication of the study is developers may use the source

code in WebGSIM to create 3D interactable simulations and embed into their websites.

This means that there would be more 3D interactable simulations for educational

purposes in the future. Lastly, the study's findings may be used to promote the usability

of a learning website. Overall, the implications of a study on an interactive learning

website could be valuable for those looking for effective and engaging ways to learn

and for those involved in the development and design of educational technology.

6.6 Recommendations for Future Research

The educational web application developed in this study involves 5 subtopics in

gravitation topic. However, because of budget, time and technical limitations, there are

still many features and improvements that could be explored and implemented in the

future. Several recommendations for future research are provided and discussed.
 97

6.6.1 Evaluate the Effectiveness of WebGSIM

Currently, this research focused on a perception study that revealed the usability and

importance of the WebGSIM. However, it would be useful to conduct additional

research to evaluate the effectiveness of the system in teaching and learning through

quantitative methods. This could include administering pre and post achievement tests

or conducting interviews with users to gather feedback on their experience using the

WebGSIM to learn about the topic of gravitation. These types of studies could provide

valuable insights into the performance and impact of the WebGSIM in the learning

process.

6.6.2 Improve the Interactivity of 3D Simulation

Currently, the 3D simulation in WebGSIM only allows users to adjust camera’s position,

stop the simulation and change the parameter in simulation. However, the simulation

would be more interactive if users can drag the 3D objects existed in the simulation.

Furthermore, it would be meaningful if users are allowed to customize their experience

by providing options for changing the appearance or behavior of the simulation. Besides

that, gamification elements in simulation, such as points, achievements, or leaderboards

can be added to motivate and engage users to learn physics.

 98

6.6.3 Make WebGSIM a Dynamic Website

WebGSIM is a static website where it consists of fixed HTML pages, and it appears the

same to all the users. The functionality is limited, and its interactivity is lower than

dynamic website. Therefore, it would be better if WebGSIM can be dynamic which is

more interactive. This can be achieved by connecting a database to WebGSIM by using

MySQL and PHP language. For example, the database can save users’ learning progress

and displayed to the users in the form of progress bar or dashboard. As a result, this

feature enables students to learn in a more systematic way.

6.6.4 Develop User Interface for Educator

Almost all the learning materials and educational technologies in WebGSIM are

developed by using programming language. It would be more meaningful if the

educators can develop the same learning materials or educational technologies used in

WebGSIM without using programming. A user interface with drag and drop

functionality allows educator to click on an element and drag it to a new location within

the interface. This can be used to rearrange items, move items between lists or

containers, or perform other actions. This means that the educational technologies such

as Swiper Slideshow, Interactive Derivation or 3D Simulation are accessible to more

students.
 99

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