2012 International Conference on Innovation, Management and Technology Research, Melaka, Malaysia: 21-22 May 2012
Implementation of 3D Approach in
Development of Electromagnetic Theory
Courseware
Norshahidatul Hasana Bt Ishak1, Norasiken Bt Bakar2, Faaizah Shahbodin3, Rabiah Bt Ahmad4, Sazilah Salam5
Faculty of Information and Communication Technology
Universiti Teknikal Malaysia Melaka
Hang Tuah Jaya, 76100 Durian Tunggal, Melaka, Malaysia
shahidatul87@gmail.com1, norasiken@utem.edu.my2, faaizah@utem.edu.my3, rabiah@utem.edu.my4, sazilah@utem.edu.my5
Abstract—Courseware is always used in teaching and learning
environment because of its function and attraction in helping
student’s gaining more knowledge in learning. When users get a
better result in academic while using courseware, the courseware
can be categorized as excellent courseware. However, some of
courseware is not fulfill the requirement by user as user using the
courseware, but level of knowledge is not increased especially in
engineering subject or more specific, physics. The discussion of
this paper is to explain about implementation of 3D approach in
developing courseware for engineering student and focus on
Electromagnetic Theory subject. The product of this research is
known as 3D-EmT courseware.
Keywords—Courseware, Electromagnetic Theory, 3D approach
I.
INTRODUCTION
Imagination and visualization was to be the hardest
part while learning Electromagnetic Theory subject, especially
for Constant Coordinate and Transformation subtopic. It is
proven with the preliminary analyses that have been done
before. Besides that student cannot imagine on their learning
and they cannot imagine how to apply it in the future (1). In the
preliminary analysis, some questionnaires and quizzes have
been given to students that already took the subject in all
Malaysia Technical University Network (MTUN). This method
was used to identify problems to students score this subject.
Surprisingly, not only problem that have been identified, but it
also shows the most difficult subtopic that makes them feel the
hardness while learning this subject.
From the survey that has been done to lecturer and
student, it shows that most of them need tools that can make
easy to visualize and memorize formula for the subject. T ABLE
1 shows that the most difficult topic in EmT by student, while
T ABLE 2 shows the most difficult topic in EmT by lecturer.
Both of these results prove that this topic is the hardest topic in
EmT. T ABLE 3 shows that most of student cannot answer
question in the vector calculus subtopic, so this data has been
used in the design process. For the Fig. 1, it shows that student
most of students agree if 3D approach is implementing in their
learning session.
This approach has been chosen which 3D
environment because it will help students who are not
interested in study through text which they can learn more on
suing symbols, besides that the multisensory nature can be
especially helpful to students who are less visual learners (2).
Because of that, the related of using 3D simulation with
education is because it enables first person experience, which
are natural, unreflected and personal, generating direct,
subjective and gain personal knowledge.
TABLE 1
THE MOST DIFFICULT TOPIC IN EMT FOR STUDENT
Most Difficult Topic
Student (n = 176)
Coordinate system and
transformation
2.74
Wave equation in good conductor
2.71
Wave propagation in Lossy
Dielectrics
2.66
TABLE 2
THE MOST DIFFICULT TOPIC IN EMT FOR LECTURER
Most Difficult Topic
Coordinate system and
transformation
Lecturer (n = 8)
3
Calculus in Electromagnetic
Application
2.75
Gauss’s Law, Biot-Savart’s Law,
Magnetic forces, Boundary
condition, Faraday’s Law,
Transformer & Motional
electromotive forces
2.50
2012 International Conference on Innovation, Management and Technology Research, Melaka, Malaysia: 21-22 May 2012
TABLE 3
ANALYSIS ON TEST RESULT
Question
No
Learning
Outcomes
1
Vector Calculus
44.32
55.68
2
Vector Calculus
33.52
66.48
3
Vector Calculus
18.75
81.25
4
Vector Calculus
12.5
87.5
5
Electrostatics
41.48
58.52
6
Electrostatics
25.57
74.43
7
Electrostatics
23.86
76.14
8
Electrostatics
46.02
53.98
9
Magnetostatics
72.73
27.27
10
Magnetostatics
28.98
71.02
11
Magnetostatics
32.39
67.61
12
Magnetostatics
36.36
63.64
13
Wave Application
38.07
61.93
14
Wave Application
15.91
84.09
15
Wave Application
14.2
85.8
16
Wave Application
16.45
83.55
Student's Answer
TRUE(%)
FALSE(%)
Percentage
Student's view about the use of multimedia tools in learning
92
91
90
89
88
87
86
85
usage for fetching documents, proposal making, and use of
Internet to find information as references or downloading either
freeware or shareware as information collaboration (4). By
using the ICT in teaching and learning, it can enhance on
conquering ICT in people. So it should be implemented widely
in higher institutions in line with developed country that
required public as wake technology. It is hoped with the
existence of this e-learning by using ICT concept, country's
quality of education will be rising and also productivity for one
organization are going to pick up through training (5).
Indirectly national vision in effort increase rate wakes as much
as IT a little going to succeed in this nearest period.
II.
Based on the literature review and the preliminary
analysis that have been done, there are three objectives was
generated. First is the purpose of this research is to identify the
effectiveness of 3D elements used in the 3D-EMT courseware
to absorb the science process in EMT subject. It is to see does
the 3D-EMT courseware will leave positive impact in science
skills through the implementation of 3D approach in the
courseware. It is not only for students but also for lecturers.
The second objective is exploration to 3D-EMT
courseware is the most important purpose of this research
because it will focus on the effectiveness of 3D environment to
their study. The goal of this courseware is to make student
understand about the electromagnetic theory.
The final objective is to expose the subject and the
users of the courseware to the knowledge that based on the ICT
usage especially in 3D world.
III.
Opinion on
used
multimedia on
EMT subject
Agree that any
multimedia tool
can make study
become more
interesting
Agree that 3D Multimedia
approach can
software
help students should be used
to understand in process of
EMT subject learning EMT
easily
subject
Fig. 1. Students view on using multimedia tool in
learning Electromagnetic Theory EMT subject
Another problem of physical education is the poor
teaching effect. With the Computer Graphics, emulation
technique, multimedia, artificial intelligence technology (AIT),
computer networking technology (CNT), parallel processing
and multi sensor technique, virtual reality with 3D based
technique simulate human's sense organ function, such as
vision, hearing and touch to create a human-based manydimensions information space which can help the students to so
that they feel the sports and real time interact with it through
the natural way such as language and gesture (3).
Applying ICT in teaching and learning can be seen
through some activities such as general software application
OBJECTIVES
A.
LITERATURE REVIEW
Multimedia Elements
There are five elements included in multimedia elements;
there is text, graphic, sound, video, and animation. The concept
of each element can be described as below:
 Text:
The used of text in multimedia is to perform the information
provided by multimedia, it is one way to communicate with the
user while using multimedia application. The chosen of the text
type should be appropriate such as its font so that user can read
any text easily, it is because text is the most predominant
medium of communication. In a system or multimedia
application, text plays important role in delivering information
to user. It is important of using text because it is the easiest way
on delivering information to user if other elements cannot be
implemented (6). Besides that, text is widely used for menu
navigation and interaction button. Button here means objects
such block of text, a pretty blue triangle, or a photograph, that
make happen when clicked by user. According to Vaughan,
2004 text also shows in symbol and icon.
2012 International Conference on Innovation, Management and Technology Research, Melaka, Malaysia: 21-22 May 2012
 Animation:
Animation is used to show changes in state over time, or to
present information slowly to students so they have time to
assimilate it in smaller chunks. Animations, when combined
with user input, enable students to view different versions of
change over time depending on different variables. Animations
are primarily used to demonstrate an idea or illustrate a concept
(7). Graphics that contain movement are often referred to as
animation. Digital animation can be media communication on
producing positive and fun learning environment, besides it can
deliver a complex concept visually and dynamically plus it can
attract user attention (8).
understanding. Figure below shows the use of graphic in
multimedia.
B.
Multimedia in Education
Multimedia elements have been applied in all learning
style, even all of the elements or not, this is because the
effectiveness produce by the elements is viewing the positive
feedback by user, the more multimedia elements added in
system, the much better results will be get by user and it is
more attractive rather than using only single multimedia
elements in a system especially in learning. According to (8),
multimedia elements also can build visualization rather that just
 Audio:
attractive and here are few factors on developing multimedia in
Audio is also as sound is used to provide emphasis or highlight learning such as
a transition from one page to another. Sound synchronized to
screen display, enables teachers to present lots of information at i)
Enhance user interesting for learning as multimedia
once. The effect of sounds is it can be user attraction, in
can be attractive information research for study.
multimedia it can be variety of audio such as voice recording, ii)
Decreased in time to power the application of study as
background music, music, and audio special effect (8).
it can make a hard application become easier by using
According to Moreno and Mayer, research on auditory adjuncts
multimedia.
in multimedia presentation provides useful; venue for testing an iii)
Low on development cost because a school can buy
important aspect of dual-processing model of multimedia
computers that can be used by all of students in many
learning (9).
years rather than buying books for each students and
computer hardware nowadays is much cheaper than
years before.
 Video:
Gaining understanding and memory while learning
Video it just like a sound, it was recorded and play as analog iv)
using multimedia method as it is dynamic so it can
signal. Analog video must be digitized in order for it to put into
make some people understand it more faster and can
a multimedia file. Using video in multimedia project is
memorize what that they had learn for long term
excellent method on delivering information to user as it can
(long-term memory).
effectively present a message and story, viewers tend to retain
more of what they see (10). Even video will make a system
Research done by (15), shows that students will remember
become heavy with its file size; however it still can be
prevented by using a few methods on resizing the video with 10 % of what that they had read, 20% by listen, 30% by look,
50% by listen and look, 70% by what they are spoken to, and
proper way.
90% if they do their learning by them self. To make their
learning became easier, multimedia learning have to be
 Graphic:
In the early of the century, graphics or pictures were play most implemented in their study. This is because by using interactive
important role in human-human communication. Then, after the multimedia, students are affordable to control their learning
used of text is presented, it took place as the main style by their own self without affected by other party.
communication among human. However, in the early days, text Integration of interactive multimedia thru web can brought to
only means to human and computer communication but the changes in learning and teaching session. While it proven on
communication is limited in its capability of expression. With integration of elements in multimedia enhance students
the advances technology, image and graphics became an performance in essay writing, and it also beneficial to students
integral component of user interfaces and many implications as it can increase students interested (16).
Learning tends to be strongest when pictures supply
(11). Graphic can be refereed as a static visual view such as
pictures, illustration, paint and sketches. It is used to explain redundant information, supplement information that is unclear
about information that hardly explains through text (12). An or incomplete, or supply additional coding stimuli. Information
example of information graphic is as graph; usually graph is presented in text is often better recalled and retained when
easily interpreting information just on one picture. The use of supplemented with pictures (13). When presenting a
graphics instead of text is also recommended when possible multimedia explanation, only include complementary stimuli
(13). Graphic design of object depicted in the animation follow that relevant to the content of lesson. It shows that the adding
the conventional graphic representation in the domain (14). sound to learning should not be too much, as it should be
However a still image is still cannot be the best deliverable proper added as it can harm the learning process (9).
method to user as it lack of interaction and movement for user
2012 International Conference on Innovation, Management and Technology Research, Melaka, Malaysia: 21-22 May 2012
IV.
A.
METHODOLOGY
Development Tools
V.
A.
RESULTS AND D ISCUSSION
Instructional Design Model
Some of special tools have been used in the development
ID model for the development of 3D-EmT courseware in
process of 3D-EmT courseware. There are Adobe Flash educational for the EmT subject based on technology
Professional Cs5.5, 3D Max 2010, Adobe Photoshop CS3 and integration. The core of teaching and learning process based on
Adobe Soundbooth CS3.
teaching theory and pedagogy. The purpose of the model to
increase the knowledge of Constant Coordinate and
B.
3D-EmT Courseware Development Methodology
Transformation high level thinking skills and scientific skills
within the student of the Physics science. The ID model for 3DThe development of 3D-EmT courseware is based on
EmT courseware is attached in Appendix 1.
ADDIE model. There are many good models that can be
The development of the model based on educational
customized to meet specific needs, but ADDIE is a commonly
environment
such as:
used approach that can be effective in almost every situation (17).
a.
Physics
approach for this subject.
There are five phases involved in the model which are:
b.
Learning
modules includes in the courseware.
analysis, design, development, implementation and evaluation.
c.
Learning
sequence.
Fig. 2 show the ADDIE model that has been implementing
d. Teaching and learning through multimedia as delivery.
while doing this project. For the first phase, which is analysis,
e. Learning approach
preliminary analysis have been done, and as a result hardest
subtopic and suitable method have been identified. For the
second phase, which is Design, Instructional model (IDM) and
conceptual model been created and developed. Interface of the
courseware also determined, on the next phase is development.
In this the integration of interface development and content
development, then prototype is done.
The most important part on this report is implementation
which is the fourth phase in ADDIE model. In this phase
Formative evaluation will be done to gather feedback or
responses from the subject matter expert and users, then some
modification will be done on the prototype. Last phase is
Evaluation, which to measure objectives of the research have
been achieved. To determine the result, summative evaluation
is taking part in this phase.
Analyse
•interview & survey
•Literature review
•EmT examination report
Design
•Design learning content
•Storyboard
•Identify modules to be developed
Development
Implementation
Evaluation
B.
The Prototype
The prototype applied the media usages namely images,
sound and text in all screen. The audio instruction guide users
to use the courseware besides text provided. The images,
animation and video will support for the visual explanation so
that use can be more understand about the topic. Fig. 3 show
the Note Interface in the 3D-EmT courseware, it is the main
interface of the courseware. Fig. 4 show example of some
content in the Note Module. Meanwhile, Fig. 5 is Tutorial
Interface for the first level of question, while the second level
question is a structure question, and Fig. 6 show the end result
after doing some exercises. Fig. 7 is showing the 3D part of the
courseware which is the main research of the project.
•Interface development
•Content development
•Prototype implementation
•Do formative evaluation
•Usability testing
•Do summative evaluation
Fig. 2. ADDIE Model
Fig. 3. Note Interface
2012 International Conference on Innovation, Management and Technology Research, Melaka, Malaysia: 21-22 May 2012
For the exercises, it provide tutorial with 2 level, if user
can past score limit, then they might proceed to second stage.
The question is based on the lesson in the note. Sound provided
is to entertain user while doing the exercise, however they still
can mute the sound with clicking on the speaker icon below the
questions.
Fig. 4. Note Content for Animation
The note interface consists of three parts of note which
locating notes content for Pre-Calculus subtopic, Coordinate
System & Transformation subtopic, and Calculus in
Electromagnetic Application subtopic in the courseware.
Besides that, on the left of screen, it provide static button which
means it will appear in all screen so that navigation will
become much better and easier.
Fig. 7. 3D Model
Fig. 7 shows 3D model being implemented in this
courseware. This 3D model can be rotated and dragged while
user clicks on the mouse and keyboard key.
VI.
Fig. 5. Tutorial Interface
Fig. 6. Tutorial Result
CONCLUSION
Implementing 3D approach in the courseware for learning
is one of the key to achieve a usable ad well accepted system.
The use of the 3D is to help student on visualizing their
learning and they will easier on memorizing any topic covered.
The variety of 3D object while learning will make learning
session become more interesting and attractive. To prove this,
evaluation should be done on testing the effectiveness of the
courseware so that it can be accepted. Hence, the contribution
of this project is to suggest the usage of 3D approach can be as
one of the visualization tools.
2012 International Conference on Innovation, Management and Technology Research, Melaka, Malaysia: 21-22 May 2012
VII.
REFERENCES
Periodicals:
10. T., Vaughan. Multimedia: Making It Work. California :
1. Sadiku, Matthew N. O. Elements of Electromagnetics. 4th Osborne McGraw-Hill, 2004.
Edition. 2008.
11. Banerji, Ashok and Ghosh, Ananda Mohan. Multimedia
2. Nicole Strangman, Tracey Hall. Virtual Reality/Computer Technologies. New Delhi, India : Tata McGraw Hill Education
Simulation. 2003. NS.9-13-03.VR.1.
Private Limited, 2010. p. 23.
3. Liu Daduo, Li Rongwei, Sun Zhanfeng, Liu Ji'an, Chen 12. Jamlludin Harun, Zaidatun Tasir. Pengenalan kepada
Chao. The application of Virtual Reality in the practice course Multimedia. Kuala Lumpur : Venton Publishing, 2000.
of physical education. 2010. 978-1-4244-8751-6.
9832031230.
4. Razali, S.M. Visualisasi dan Animasi dalam Pengajaran dan 13. Stemler, Luann K. Educational Characteristics of
Pembelajaran Teknologi Elektrik on Pembangunan dan Multimedia:A Literature Review. 3/4, USA : Jl. of Educational
Penilaian Perisian Kursus Multimedia. 2010.
Multimedia and Hypermedia, 1997, Vol. 6. 339 359.
5. E-Learning kaedah pembelajaran yang berkesan. Majalah 14. Betrancourt. Animation and Interactivity Principles in
PC. Malaysia : s.n., 2011.
Multimedia Learning. wordpress. [Online] November 4, 2007.
http://interarchdesign.wordpress.com.
6. Jamaluddin Harun, Zaidatun Tasir. Multimedia: Konsep
& Praktis. s.l. : Venton Publication, 2005.
15. How, Giam Kah.Gaya Pembelajaran dan penggunaan
Multimedia dalam Pengajaran dan Pembelajaran. 3, s.l. :
7. Astana, Abhaya. Multimedia in Education - Introduction,
Jurnal Pendidikan TigaENF 1999/2000, 2000, Vol. 2.
The Elements of, Educational Requirements, Classroom
Architecture and Resources, Concerns. 2006.
16. Ismail, Khuzainey. Teknolohi Internet dalam Penddidkan:
Ciri, Penggunaan, Aplikasi dan Mulrimedia Interatif. s.l. :
8. Jamaluddin Harun, Zaidatun Tasir. Multimedia Dalam scribd.com, 2008.
Pendidikan. s.l. : PTS Publication: Bentong, 2003.
17. Shen-Tzay Huang, Yi-Pei Cho, Yu-Jen Lin. ADDIE
9. Roxana Moreno, Richard E. Mayer.A Coherence Effect in Instruction Design and Cognitive Apprenticeship for ProjectMultimedia Learning: The case for Minimizing Irrelevant based. s.l. : IEEE, 2005. 0-7695-2465-6/05.
Sounds in the Design of Multimedia Instructional Messages. 1,
s.l. : Journal of Educational Psycology 2000, 2000, Vol. 92.
APPENDIX 1
3D-EMT COURSEWARE
PHYSICS APPROACH






Inquiry
Simulation
Technology
Exploration
Problem solving
Observation
LEARNING MODULES






Revision module
Simulation module
Glossary module
Help module
Past year module
Tutorial module
LEARNING
SEQUENCE
 Scaffolding
 Increasing difficulty
level
 Adding variety
TEACHING &
LEARNING VIA
MULTIMEDIA






Graphics
Explanation
Exercises
Examples
Topic test
Self learning
Appendix 1 Instructional Model for 3D-EMT Courseware
LEARNING
APPROACH




3D approach
Simulation
Animation
Text and audio