Assalamualaikum....
Before Starting chapter 2, I am drafting the mind map of my proposal research
It is like a flow of my project .Then I started to write my chapter 2 which is literature review.
CHAPTER 2 : LITERATURE REVIEW
2.1 Introduction
Today`s technological development may affect some area of life. The development of information technology as well as the use of computers has implications which is great for human life including in education. These advances can help teachers provide teaching and learning activities more interesting and interactive. Towards Malaysian vision by 2020, Ministry of Education has been carried out a transformation through the Malaysian Education Development Plan 2013-2025 which plans various initiatives to empower education institution. It is planned in the context of improving international education standards and government aspirations to prepare pupils in Malaysia to face the 21st century education challenge (Zamri Mahamod, 2013). According to Azmi et al., (2012) discussion, there are four criteria of 21st century skills that teachers and students need to master which is digital era literacy, inventive thinking, effective communication and high productivity. Therefore, the process of teaching and learning in schools now requires teachers to keep in line with the use of media as a teaching aid to ensure knowledge can be delivered smoothly and effectively.
Diversify in the use of teaching aids can improve of good teaching aids as well as meeting the characteristics of the content of the lesson to be delivered can have a positive impact on the teaching and learning process. The uses of teaching aids can provide an excellent quality in enhance teaching and learning among teachers and students. Therefore, teachers who are well versed in developing teaching aids to process teaching and learning are teachers who can provide a clear understanding of the students. This is how it much needed in the world of education nowadays. The widespread use of computers at the time of the Multimedia Super Corridor (MSC), has changed the teaching and learning scenario in class and computer-assisted teaching and learning became increasingly important. If the process of teaching and learning at school is based on 'chalk and talk', nowadays the computer can make the process of teaching and learning more interactive and interesting. The emergence of modern technology teaching aids is a catalyst for the changing teaching and learning approach for teachers and students. Teachers should be prepared to change traditional teaching patterns to modern and sophisticated technology based teaching.
This research focuses on the use of video animation as teaching aids to subjects of visual art education. Interactive animation is the innovative approach can be used as a medium of learning. Interactive animation is media education that integrates five elements such as text, graphic, audio, video and animation. Today, computerized animation is becoming increasingly popular and effective as a means of obtaining information in an active way. According to Harun and Tasir (2003), animation has its own role in the field of education, especially for the quality of teaching and learning. Among the advantages of using animation is to attract students, provide a more enjoyable learning environment, speed up the process of understanding and retain the information over a longer period of time in memory. Animation refers to a visual display that is dynamic. Animation is one of the most sought-after multimedia elements that attracts the attention of many as it is able to express a human fantasy to reality. It also allows something that is rather difficult to explain using static words or images is delivered more easily and effectively. Animation plays an important role as an attraction in the teaching and learning process. The use of animation will make the teaching and learning process have fun and fun elements. In the process of teaching and learning, this multimedia software application can help teachers motivate students towards learning more fun and successfully attract students.
This study is aimed at developing a teaching tool that can help VAE teachers deliver effective teaching and learning and improve student knowledge on the subjects taught. Therefore, the purpose of this literature review is to find some reference or previous research that can be related to this research study. There are various number of study related to the using of animation towards learning and teaching such as (Rahmat, 2007; Ismail et al., 2017; Yusuf et al., 2017; Islam et at., 2014) all using the same method which is qualitative and quantitative research design in their study. The previous research (has been organized within the secondary school student learning: academic performances, language development, physical well-being and motor development, cognitive and general knowledge, and approaches toward learning. And they explore the research on the effectiveness of interactive media to teach disabled, learning disabled and at-risk students. According to that, there was a lot of research have been done before, and the finding was positive towards using of multimedia in learning. Due to that, researcher find that, there was a need to make a research on this topic to prove the result based on the previous research that have been done with different kind of sample category.
Research review was to provide a description of what future interactive media will look like and what their educational potential might be. The multimedia courseware developed for teaching especially for primary school students because the researcher finds that there was a gap in previous research according to the sample. It has a positive impact for promoting learning but designing and developing the materials for their engagement are essential aspects for paying careful attention. In order to conduct a research towards the developing of animation video, the researcher divide a various sub topic which are teaching method, teaching aid, visual art education and theory that using in the study.
2.2 Traditional Teaching Media
According to Havice (1999) knowledge that is passed on to the learners via the teachers or textbook referred as traditional or didactic mode. The emphasis on textbooks, lectures and scientific facts is example of teacher-centered instructional practices. In addition, the traditional classroom frequently looks like a one-person lecture with a large number of uninvolved learner, dominated by direct and unilateral instruction (Abdi, 2014). Students are anticipated to directly accept the information they are given without questioning the instructor (Stofflett, 1998). Neo and Rafi (2007) defined traditional teaching method as ‘chalk and talk’ method. As according to Shah et al., (2017) in traditional classrooms, lectures was displaying through chalkboards, pegboards, bulletin boards and walk and talk as a teacher`s basic tools. While the transparencies with an overhead projector (TOHP) used for project instructional materials. In this research study, traditional-based teaching is a method of teaching for Visual Art Education subject under theory of VAE students who have different cognitive load, using some equipment that commonly used in schools such as, Visual Art Education texts book, marker and white board.
2.3 Multimedia Teaching Media
In line with the vision of 2020, it is the government's desire to create a scientific and progressive Malaysian society, having innovative and creative power, advanced in terms of science and technology (Hassan, Hassan, & Buang, 2010). The first step that needs to be started is to develop a world-class humanity model through education (Razali 2007 in Ishak et al., 2009).
Educational institutions are given a role as a place to inculcate people who can contribute and practice a positive way of life, as well as to achieve higher education and to be an excellent person (Hassan et al., 2010). According to Gani et al., (2006), computers can be used as a learning medium because computers have the privilege that is not owned by other learning media before the computer age. Most studies have shown that education is very important to bring about changes and transformation to produce knowledgeable and competent human beings in all fields. Therefore, it is slowly strategic use of teaching and learning methods in the field of multimedia technology through internet is getting better and easier for teachers and pupils to design pdp well. If as seen, conventional teaching and learning methods such as "chalk and talk" are simply fewer succeeded in attracting students' interest in the present day instead of requiring more dynamic and creative with relevant teaching content according to current and timeline development now. The Ministry of Education today requires creative, cooperative and collaborative teachers for learning 21st century communication, collaboration, critical skills and creativity (Yusof and Rasul, 2017).
The computer enables the relatonship between stimulus and the answer. Even computers can inspire and increase interest and enable users to repeat when necessary to reinforce learning and improve memory. Repetition activities require the freedom and creativity of the students (Clements, 1995). In addition, computer media also enables students to get feedback on learning instantly. The positive reinforcement given when the student gives a response can motivate the student.
2.4 Teaching Aid
Mok Soon Sang (2008) defines teaching aid as a tool or tool used by teachers to assist in delivering teaching in the classroom and helping students learn more effectively and appealing. According to Jamian & Ismail (2013), good teaching aid features are attractive and colorful, requiring low cost, clear and easy-to-see, clean and clean, suitable graphics and writing, can be used many times and durable, realistic and easy to understand, suitable color contrast and easy to use. The poor teaching aid features are faded and unattractive colors, using graphs and writings that are small, too complex or complex with graphs and writings, inaccurate, incomprehensible and incomprehensible color contrast, a set of content that does not orderly, too small and tidy, not lasting and difficult to use.
The use of teaching aids is not only beneficial to the students, but also to teachers themselves. During the process of preparation of the material, teachers need to undergo various studies at the same time obtaining a variety of additional information that is useful to them as well as to enhance knowledge and preparation of a subject that will be taught. Hence, teaching will be more effective. During the teaching aid production process, the findings and research findings can be used as a basis for the idea of selecting appropriate teaching aid types and determining more creative and engaging activities (Ripin, Muhammad, & Dawad, 2012).
Teaching aid can be divided into three categories comprising of various types namely teaching aid non-electronic, electronic teaching aids, experiential materials and real materials. Non-electronic teaching aid examples are blackboards or blackboards, textbooks, boards, or bulletin boards. All teaching aid is a productive teaching resource and can introduce new ideas, provide information, give an understanding, enrich vocabulary, stimulate discussion, create creativity, shape attitudes and values, and enhance the retention of a student's learning. An electronic form of teaching aid is "Overhead Projector" (OHP), OHP transparency, slideshows (slideshows), radio, television and VCR (Video Cassete and Recorder), recorders, film and computer shows. Examples of experiential materials are acting, pantomime and excursion.
On the aspect of using teaching aid such as media, it will be more effective and effective if tools such as tape recorders, video slides, power point presentations and others are used. According to Mahidi (2011), there is much information available from electronic teaching aid on the internet such as education portal, encyclopedia, interactive dictionary, multimedia and more. Teaching aid teaches an interesting, in line with the level of intellectual development of the student while planning the contents of the lesson can stimulate student's interest and motivate to continue learning. According to Mohd Yasin (2013), in a classroom, each individual has different psychology and intellectual abilities. Therefore, the planned lesson should be appropriate, organized (on a student level) and supported (with teaching aids) to stimulate the potential development of individuals to a maximum level.
2.5 E-learning
E-Learning is the latest method of using the latest technology to improve learning levels. E-learning is a teaching and learning process that uses the electronic network (LAN, WAN or Internet) to deliver content, information and also interact through it. E-learning usually uses text, video, audio, animation, and virtual elements elements. E-learning can enrich learning experiences that can cope with the level of training in one classroom. In short, e-learning is a "hands-on" learning and in accordance with its own capacity (Abdul Razak et al., 2004).
E-learning is an instructional and learning approach that uses information and communication technology in the direction of a teacher (system approach) or student orientation and will be more effective especially using the internet that has features such as electronic technology as help, material designed and built by the team professional material builder, curriculum and courses provided in network / online, computer-managed evaluation system, can learn anytime and place and effective course management.
E-learning can incorporate elements that make learning a new thing, new process, or new software to be more exciting and fun. The concept of e-learning is based on the assumption that education will be more effective if e-learning is fun. This situation adjusts e-learning to a variety of exercises.
According to Abdul Razak et al., (2004) not all types of training can be presented with e-learning, but for now many types of that can be delivered. The key to effective e-learning is to vary the content of the content. Images, sounds, and texts can be used together to build a memory in some parts of the brain, thereby causing retention of teaching material in memory. E-learning builds an engaging interaction. Games, quizzes, and manipulation of objects on the screen are needed to bring more interest and also allow the preservation of a lesson (Abdul Razak et al., 2004).
2.6 Dual Coding Theory
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Figure 2.6.1 Allan Paivio`s Dual Coding Theory
Dual Coding Theory as referred to Allan Paivio (1991) explains human behavior and knowledge in terms of dynamic associative processes that function on a rich network of modality specific verbal and nonverbal (or imagery) representations. Rahmat (2007) in his previous research state that according to Mayer (1997, 2001) dual coding theory integrates theories that focuses on presenting information in dual mode without raising the cognitive load. This theory claiming that human process two separate but interdependent systems for processing verbal and pictorial materials.
2.7 Cognitive Theory
Figure 2.7.1 Cognitive Theory in Multimedia Learning
According to Mayer (2005) learner must engage in five cognitive process which is starting with
1. selecting relevant words for processing in verbal working memory
2. selecting relevant images for processing in visual working memory
3. organizing selected word into a verbal model
4. organizing selected images into a pictorial model
5. integrating the verbal and pictorial representations with each other and with prior knowledge
2.8 Animation
Animation is an area requiring high degree of diligence and accuracy as its production involves a diverse range of aspects, from the aspect of creativity to the skill of using technology. The definition of animation is a picture manipulated by "frame by frame", and when moved rapidly will result in illusion movement (Wyatt, 2010). This means that an image is drawn one by one, then arranged regularly and quickly actuated that will result in movement. There are three levels to go before an animation can be published: pre-production, production, and post-production. The animation process starts at the pre-production level, a process involving an initial idea of what to do.
The animation world is actually focused on entertainment, business, education and so on. In education, animation plays an important role as a student's interest in learning and can help teachers to motivate students towards more fun learning (Tasir & Harun, 2003). Based on previous research by Yusuf et al., (2017), One kind of good video in learning is animation. It is also supported by various kind of previous research (Ainsworth, 2008; Brenton et al., 2007; Harrison & Hummell, 2010; Rootman & Gordon-El-Bihbety, 2008; Salim & Tiawa, 2014) that stated animation videos can enrich students' experience and competence on a variety of learning materials.
The usage of animation as learning aids is believed to have been improved students performance. Prior research, however, shows various results of the effectiveness of animation as a learning aids, depending on which level of learning and who the learner is (Utami, 2007).
2.9 Visual Art Education and ICT
According to Ministry of Education, secondary school Visual Arts education further affirms the activity in the process of income by involving aspects of understanding, appreciation and criticism. This process touches aesthetic and power feelings individual creativity through the sharpening of intuition, perception, imagination and imagination student conception. With this, students are expected to practice visual art considerations, increasing sensitivity, becoming a creator which is rational and capable of controlling life by bringing along with the mentioned value. The secondary school Visual Arts Curriculum covers matters which relates to fine art, visual communication, design and crafts traditional. Students are trained to look at things with a more perspective wide either from an aesthetic aspect or applied aspect. Via understanding of the above aspects, students can be applied with appreciation visual art legacy and practice it in life, especially in increase the value of life. Pupils will be exposed to visual art science which are related to a particular field and apply respecting culture and apply the knowledge gained together.
The discipline of art education for this century is different from its needs in the past centuries. To deal with the ICT era and the rapid development of society. Between content and students need to be structured by gender, ethnicity, social mobility and overall factor culture that produces and expands values shared by an individual society in parallel with the opinion of Efland (1995).
According to Hassan, Iberahim, Arshad, Zaihidee, Ibrahim & Omar (2014) art education is also in the flow of the current and values of globalization, the use of ICT in life should be combined between students, the environment and the content according to the complex needs of the education system. It is part of the aspect that affects the need for change in something curriculum, including the need to preserve the traditional values and culture. It needs to be protected and preserved as it is important as an agent of self-determination race and nation. Generations are provided with the skills and knowledge tall but not full-bodied identity will see how fall the identity of the nation and its overwhelming lusts are rooted in the effects of globalization.
2.10 Teaching aid in Visual Art Education(VAE)
In the context of VAE in particular, teaching using media is more meaningful because the lessons in art education are fundamentally formulated by media such as paintings and others. This means that the focus of VAE teaching is in fact strengthening the knowledge of the students concerned with the ability to use the media including understanding of various techniques, history and experimentation media concept material according to Tolkelson (1972).
2.9 Conclusion
This chapter explains the research conducted by other parties in relation to the ongoing project field. This chapter can also explain what will be studied in implementing this project. Many references need to be made in this chapter. References can be either from books, conference papers, journal articles, magazines, theses or the Internet. All reference sources have been recorded clearly in the text and are indicated in the reference list.
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