ANDROID-BASED MANUAL COURSE FOR ADVANCE

COMPUTER NETWORKING

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 Chapter 1

Introduction

The use of mobile devices by higher education students has grown in the last

years (GMI, 2019). Technological advancement is also pushing society with consequent

rapidly changing environments. Higher education institutions (HEIs) are not exempted

from these technological changes and advancement, and it is compulsory that they follow

this technological evolution so that the teaching-learning process is improved and enrich.

HEIs are trying to integrate digital devices such as mobile phones and tablets, and

informal learning situation, assuming that the use of these technologies may result in a

different learning approach and increase students’ motivation and proficiency (Aagaard.

2015).

In a study by Magda., & Aslanian (2018), student report that they access course

document and communicate with the faculty via their mobile devices, such as

smartphone, over 40% say they perform searches for reports and access institutions E-

learning system via mobile devices (Magda, & Aslanian, 2018). The EDUCAUSE

Horizon Report -2019 higher education edition (Alexander et al., 2019) also mentions M-

learning as the main development in the use of technology in higher education. However,

teachers believe students use their gadgets less than they actually do, and mobile devices

also challenge teaching practices. Students use devices for off-task (Jesse, 2015) or

parallel activities and there may be inaccurate references to their actual use of mobile

devices. Mobile devices users have different usage habits of their devices and their

applicants, and it is important to study and characterize these behaviors in different

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contexts, as explained below. The reports that usually support these studies are made with

questions directed to the users themselves asking them questions about the apps they

have on the devices and the reasons for using them. However, Gerpott @ Thomas (2014)

argue that other types of studies of studies are needed to properly support this type of

research.

Studies are usually conducted in organizations, based on the opinion of the

participants, and cannot be replicated, for example, regarding the use of the internet or

mobile applications by the general public, because these devices, unlike desktop devices,

can be used anywhere and at any time (Gernot @ Thomas,2014).

Mobile devices users have different usage habits of their devices and their

applications, and it is important to study and characterize these behaviors in different

contexts, as explained below. The reports that usually support these studies are made with

questions directed to the users themselves asking them questions about the apps they

have on the devices and the reasons for using them. However, Gerpott @ Thomas (2014)

argue that other types of studies are needed to properly support this type of research.

Studies are usually conducted in organizations, based on the opinion of the

participants, and cannot be replicated and generalized, for example, regarding the use of

the internet or mobile applications by the general public, because these devices, unlike

desktop devices, can be used anywhere and at any time (Gerpott @ Thomas,2014).

Furthermore, in mobile contexts, it becomes difficult for people to remember

what they have used, because mobile applications can be used for various tasks, in

various contexts, whether professional or personal, and the variety of applications, the

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use made, the periods of use are usually so wide and differentiated, that it can become

difficult for users to refer which services or applications they have used, under which

circumstances and how often. (Boase & Ling, 2013).

Project Context

Advances in mobile technology have enabled a wide range of application to be

developed that can be used by people in the move. Developers sometimes overlook the

fact that users will want to interact with such devices while on the move. Small screen

size, limited connectivity high power consumption rates and limited input modalities are

just some of the issues that arise for small, portable devices. One of the biggest issues is

the context in which they are used. As these devices are designed to enable users to use

them while, the impact that the use of these devices has on the mobility of the user is a

critical factor to the success of failure of the application current research has

demonstrated that cognitive overload can be an important aspect of usability. It seems

likely that mobile devices may be sensitive to the effects of cognitive overload, due to

their likely deployment in multiple task settings and limitations of size. This aspect of

usability is often overlooked in existing usability models, which are outlined in the next

section, as these models, are design for application which is seldom used in a mobile

context.

People in virtual environments and those in real world can connect with each

other via mobile learning (Traxler & Koole, 2014). Moreover, learning communities can

be created among people on the move. Considering these specialities, mobile learning is

at the forefront as a supportive element of lifelong learning and in-service learning. The

interaction opportunities of mobile learning provide sustainability of education outside of

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the classroom (Sharples, Arnedillo-Sánchez, Milrad, & Vavoula, 2009). In this way,

mobile devices affect the socio-cultural and cognitive aspects of learning (Pachler, 2009).

Studies on mobile learning focus on how learners on the move gain new knowledge,

skills and experiences (Sharples et al., 2009).

Rapid development of mobile technologies brings some disadvantages to

researchers and learners as well. Learners devote time to get used to the characteristics of

the new device. Researchers face challenges carrying out longitudinal studies. People,

who have mobile devices, desire to use these devices in mobile learning settings for their

personal needs, which poses challenges to researchers on having control over variables

(Pachler, 2009).

Purpose and Description

A Mobile Learning Management System (m-LMS) is a powerful tool designed to

facilitate the delivery, management, and tracking of educational content and resources

through mobile devices. Its purpose lies in providing a flexible and accessible learning

environment for users on-the-go, allowing them to engage with educational materials

anytime and anywhere. This technology enables seamless integration between

curriculum, assessments, and communication channels, fostering an interactive and

dynamic learning experience. Whether utilized in formal educational institutions,

corporate training programs, or for personal skill development, an m-LMS serves as a

versatile platform that empowers learners to take control of their education in a manner

that aligns with their individual preferences and schedules.

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 At its core, a Mobile Learning Management System is characterized by its

adaptability to various screen sizes, ensuring an optimal user experience on smartphones

and tablets. This means that learners can comfortably access and interact with course

materials, videos, quizzes, and discussion forums regardless of the device they are using.

Additionally, an m-LMS often integrates features like push notifications, enabling timely

updates and reminders to keep learners engaged and informed. Moreover, it leverages the

potential of mobile technology to support multimedia-rich content, interactive

simulations, and gamified elements, enhancing the overall engagement and retention of

information.

Furthermore, an m-LMS provides robust tracking and analytics capabilities,

allowing both educators and administrators to monitor individual progress, assess

performance trends, and gather valuable insights into the effectiveness of the learning

materials. This data-driven approach empowers instructors to tailor content and

assessments based on learners' needs and preferences, fostering a personalized and

adaptive learning experience. Additionally, the system enables seamless communication

between learners and educators through features like messaging and discussion boards,

promoting collaboration, knowledge sharing, and community-building among

participants. Ultimately, a Mobile Learning Management System bridges the gap between

formal education and the digital age, offering a versatile platform for lifelong learning

and skills development.

Objectives of the study

The main goal of the project is to aid the 3 rd year BSIT students of MSU-Sulu to

learn and familiarize effectively and efficiently their subject in Advance Computer

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Networking. Also, to provide a handheld manual to those who are interested to learn

about computer networking in accordance with Mikrotik and Cisco Standards.

Specifically, the project aims to:

1. Design and develop an android-based mobile application manual for Advance

Computer Networking applied which is capable of:

a. Accessing the different modules

b. Enumerate the different modules for a specific topic.

2. Design and develop a well-designed application that can make the students feel

like comfortable in using it.

a. Learn computer networking lesson in off-line sitting.

b. Understand informative opportunities for mobile phones.

3. Provide a quiz game.

a. Answerable interactive quiz game that is related to the topic.

b. Serve as a reviewer.

4. Provide a video tutorial.

a. Navigating video lectures for further understanding.

Scope and Limitation of the Study

The study only covers the development of an android based course manual

application of Advance Computer Networking subject for students of MSU-Sulu

particularly related to topic Cisco and MikroTik. The researchers will focus on designing

and developing an application that informative to learners. The application is solely for

computer networking only.

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 The application will only cover the topics related to computer networking which

includes Mikrotik and Cisco. The specific student enrolled in the said subject will be the

one who will benefit the application or the user of the application. The application will

provide an interactive quiz game that allow the user to the following questions related to

the topic.

The database maintenance feature of the proposed application will focus on

adding, maintaining and managing topic manually based from the updated modules given

by the instructor or teacher of the said subject. Only the teacher or instructor of the said

subject will be the one to provide the content or instructional materials to be uploaded to

the application.

The proposed application will not be implemented using client-server mode or

(LAN) connectivity. This application is both offline and online setting. All the content or

the module references are uploaded or link to the internet. The interactive quiz feature of

the application is accessible offline. Students can answer the provided questions that are

all related and given from the topic.

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 Chapter 2
Review of Related Systems and Studies

This chapter presents the related systems and studies and the technical

background that may help the researchers in developing the proposed system.

Technical Background

The project entitled Android-Based Manual Course for Advance Computer

Networking is a mobile online and also offline application that can view topic modules,

embed video clips tutorials, answer quizzes for students to take. The user has to use a

smart mobile phone which is run by an android operating system. These are generically

used to describe a range of integrated mobile based applications that provide teachers,

students, to support and enhance educational delivery and management.

The hardware that will be used in system is any smart mobile devices (like

Android and iPhone). The android technology is an open-source mobile operating system

and it is more efficient and effective compared to the other technologies, such as mobile

Windows, producing fast, user friendly and appealing applications. With this formidable

mobile technology advancement, more and more students can seek informal education.

The researcher used the software B4Android as the front-end of the application.

B4A is an alternative to programming with Java. The language itself is similar to Visual

Basic and Visual Basic. Net though it is adapted to the native Android environment. B4A

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is an object-based and event-driven language. The researchers used google drive for the

storage linkages of the topic references. The application is direct link to specific google

drive account where the files are stored online.

There is a wide range of mobile devices on the market including laptops, PDAs,

and eBook readers. However, we will be looking at the most popular mobile device – the

mobile phone. Mass proliferation of mobile phones and the features and functionality

they offer make the device stand out as an area ripe for exploration. Mobile phones are

multi-function devices which are of interest due to their very nature of offering

‘mobility’, but also for their ability to create and consume digital media. Furthermore, its

convergence with the Internet offers further potential opportunities to support teaching

and learning.

What makes mobile learning exciting is that despite many of the individual features being

around for years, it is the bringing together of the features, functionality and ability to

connect to the Internet that means we have now passed the tipping point regarding learner

adoption: thus, creating and using digital media can be seriously looked at with these

devices.

The mobile user experience is different from the desktop computer experience

and the, face-to-face experience however mobile learning can be used to support both as

well as standing alone. “If we treat the mobile web as its own environment rich with

possibilities, rather than a crippled extension of the desktop experience with restrictive

limitations, we begin to understand how to embrace and even exploit those possibilities”

above, Cameron Moll points out that we are now at a point where we must consider the

mobile experience in its own right – the learning objectives remain the same – to provide

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a rich teaching and learning experience – but that the context of mobile differs from that

of designing for a desktop computer experience and that of a face-to-face experience.

Teaching using mobile devices uniquely offers us newfound mobility, and functionality

opportunities that are not possible with desktop computers. These opportunities should at

a minimum intrigue us and will hopefully lead to many new and exciting uses of mobile

devices that we are able to take advantage.

Data Flow Diagram

Start Lesson

1.1

Programming

Lesson List
Lesson or
Tutorial about
1.1.1.1 1.1.1 Advance
Lesson
Networking
Take Quiz Lesson 1,2,3

Database Diagram

This section presents the database design of the proposed application which is

entitled Android Based Manual Course for Advance Networking, it is an educational

learning app which covers the topic networking.

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 The localStorage property allows you to access a local Storage object.

localStorage is similar to sessionStorage. The only difference is that, while data stored in

localStorage has no expiration time, data stored in sessionStorage gets cleared when the

browsing session ends—that is, when the browser is closed.

Entity Relationship Diagram

This section shows the conceptual design of the software, and this diagram also

shows the type of information stored in the system and how these information associate

with each other.

Lesson Learn Lerner’s

Quiz

Result
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Related Systems

Local

EduApp: DepEd Commons & Module

An all-in-one app for online learning through module and videos for students of

the Philippines. At first the main purpose of the app is only for the use of the developer’s

niece who is turning Grade 1 this school year. And now, sharing it to Filipino students

who wants to have an all-in-one access to Department of Education’s online learning

resources. This is also a way to help our students to have an easy-access to all the

learning materials through a single app.

AMA University Online Education Mobile App

AMA OEd Mobile App offers any high school graduate from anywhere around

the world with a learning platform that will enable them to learn anytime, anywhere and

even while on the go. The AMA OEd Mobile App also brings education closer to persons

with disabilities (PWDs), as well as high school and/or graduates of Alternative Learning

System (ALS) who need a learning platform that will enable them to work and study at

the same time. Students on the AMA OEd Mobile App can select from a range of degree

programs in Information Technology, Computer Science, Business Administration and

Education. All degrees offered by AMA OEd have a Level 3 Accreditation from the

Philippine Association of Colleges and Universities (PACUCOA) and are accredited by

the Commission of Higher Education under the Republic Act No. 10650. The AMA

Online Education Mobile App is available for Android devices and can be downloaded

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on Google Play. Study at your own pace, graduate a degree straight from your mobile

phone. Be connected with your classes anytime, anywhere.

The Mobile-based Interactive Learning Environment (MOBILE)

Mobile-based interactive learning environment (MOBILE) for aiding elementary

school English learning. The MOBILE consists of a mobile learning server and mobile

learning tools, which is able to support in- or outdoor learning activities. Several theme-

based mobile learning activities including body parts learning and creation of species are

conducted. Experimental results obtained from post tests and questionnaire indicate that

the MOBILE can significantly increase students’ interest and effect in learning English as

compared to the traditional manner.

Online Examination in Trigonometry

According to Paradero, 2017. The online examination in Trigonometry with

analytical Geometry of selected students at Central Colleges of the Philippines, during

the academic year 2006 – 2007.It also focuses on the advantage of having an online

examination, which is also stated in the objectives. Paradero stated in her study that

constructing pencil and paper test is a professional skill. It takes study, time and practice

to become proficient in it. An instructor needs to be familiar with the different types of

test items and how to write them. But nowadays, educators do their research to update

themselves son the current trends and issues in education, prepare their lessons, deliver or

present in their classes, compute grades with the use of computers. Likewise, the

computers are being used by some educators in administering examination. The online

examination is a new approach in education. Today, many schools have considered the

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application of online examinations among its students. The Development if online

examination had simplified the preparation of examination and assessment of learning

achieved by the students.

The Parents Portal

According to Russel, 2012. The Parents Portal gives the parent an opportunity to

view their student’s schedules, performance, and statement of accounts. Parents also have

access to review current contact information, which may be used to help the school

maintain accurate contact data. Online Reporting is the innovative use of media and

communication technologies such as emails, blogs, websites and text alerts in order to

keep parents informed about their children’s achievements, progress, behavior and

attendance. It is important for teachers and schools to consult parents on how they would

like to be kept informed on the progress of their child. Some parents prefer face – to –

face contact, whereas others may favor the convenience of tools such as text alerts or

online reporting to gain a quick insight of their child’s progress. A website is one of the

most effective communication tools that are easily accessible for most schools and

parents. (http://www.studymode.com/essays/Parent-portal.html)

Mobile phones as a challenge for m-learning: Mobile Interactive Learning Objects

(MILOs)

According to Fabs, 2014 The widespread use of mobile phones (in Europe often

called “handles”) enables a long-awaited dream: learning at any place, at any time. This

“not being tied to particular locations” is for example especially interesting in the area of

medicine i.e. for vocational training of medical staff and students. As the amount of

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medical information continues to grow, timely access to information is critical to medical

personnel. However, such applications cannot be the transformation of standard

computerized learning material; special design issues must be considered. In this paper

we present a practical approach to m-learning and call it “mobile interactive learning

objects” (MILOs) which are used within a mobile learning engine (MLE) that runs on

mobile phones.

Mobile learning and Mobility in Teacher Training

The mobile learning project, where a mobile device is used for educational

activities. The article defines the word mobility from the educational point of view. The

main perspective in this article is in teacher training. We present experiences of how

mobile technology was used in teacher training, how trainees and supervising teachers

felt the use of mobile technology. The pilot was carried out on Department of Home

Economics and Craft Science in the University of Helsinki. The idea of the pilot was that

the supervising teacher and trainee students discuss and share their ideas about teaching

methods etc. through mobile devices and also use SMS-messaging and digital pictures as

a part of supervising process. The use of digital pictures which were delivered via a

mobile device came up to be surprisingly successful. The goal of these innovative pilot

projects is to create flexible teaching solutions, which will enable the accessing of

information with all kinds of devices, and to support learning in a variety of situations.

Mobile Application Development for Insurance

The mobile services and applications value chain has gone through many changes

during the past few years (1990-2012) due to the evolution of mobile devices and their

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capabilities. According to Chohick (2013), a platform is “a product that can be extended

by a user for the benefit of other users”, and this statement can be verified by that the

iPhone or android as a platform played a fundamental role in the shift of developer’s

attention to this new opportunity, as well as consumer education and awareness of the

benefits of applications to ensure a viable ecosystem.

As more and more community are transferred to mobile technologies, well, in

truth, the number of people owning a Smartphone or a tablet and other new devices has

skyrocketed over the last few years, every economic aspect is faced with a new

perspective in approaching customers. In the context of software progress, hundreds of

millions of mobile owners and social media, insurance companies and their respective

ecosystems cannot afford to be kept out of the digital loop.

E-Learning via Android Application

This project focuses on developing a mobile application that includes the major

functionalities of the UTP E-Learning website which are used by students, into a stand-

alone mobile application (M-Learning). UTP E-Learning is a website created for students

to ease the usage of the website, it is also a platform for the students to upload and

download any education related notes or files. Despite the importance of UTP E-Learning

website to all students, the effectiveness and efficiency of this website are still not up to

its maximum potential.

Students are not really utilizing this website to its maximum potential simply

because they are not surfing this site very often when they are mobile or away from a pc.

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Hence any important announcements made by lecturers or by UTP itself, sometimes do

not reach the students in time.

The role of UTP E-Learning website in helping the students in their studies could

be a failure if it is not fully utilized in the best possible manner. Hence, the main

objective of this project is to develop a platform for the students to use the UTP E-

Learning website through a mobile device (Android). Besides that, this project revolves

around the study of the primary usage of E-learning website to find out the key features

that will be included in the application. The interaction process will be easier as the M-

Learning will be installed into their mobile phone as an android application.

The added advantages of my project are it allows lecturers and staffs to post

important announcements wherever they are using their smart phones. Moreover, it also

allows students to access the E-learning system at any time using only their smart phone,

view important announcements, download lecture notes as well as modifying their

profile. The methodology used to develop this project is Rapid Application Development.

In a nutshell, M-Learning is a mobile application that will help students to utilize the E-

Learning website in an easy and portable platform.

Linog, Diliman Interactive Learning Center

(MarkAngelo. Yadao and Peter A. Sy, May 29, 2014)

Linog collects information on seismic events that takes place in your area (100km

radius) in the last 24 hours coverage is limited to the Philippine territory. For this app to

work you need the internet communication and your phone location services activate.

This app aims to be platform for learning about risk associated with earthquake. Linog

(Visayan for “earthquake” is produce by (Diliman Interactive Learning, University of the

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Philippines in cooperation with PHILVOCS (Philippine’s of Volcanology and

Seismology) and ASTI (Advance Science and Technology Institutions).

This study shows that GPS is very helpful to guide user to trace the location of the

nearest Negros Occidental Carwash Locator Mobile Application around the area, thus,

the proponents used the GPS also to locate the nearest carwash stations in Negros and as

one of the features of the system.

Foreign

The Social Networking

According to Tian, of the University of Science & Technology of China (Suzhou

Campus) and A. Yu, D.Vogeland Chi-Wai Kwok of City University of Hong Kong,

suggest that students’ online social networking directly influences social learning and can

positively influence academic learning. In terms of learning, students reported that

Facebook allowed them to connect with the faculty and other students in term of

friendship/social relationship, provide comments to peers/share knowledge, share feelings

with peers, join Groups established for subjects, collaboration: notification, discussion,

course schedule, project management calendar and to use educational applications for

organizing learning activities.

The team says that, “Facebook greatly influences college students’ social life and

shows good potential in coping with the challenges that students face.” They conclude

that, “Educational institutions may need to adopt active (but somewhat restrained) actions

to utilize existing social network applications such as Facebook for education. Teaching

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activities will need to be appropriately designed for different target populations. The

breakthrough point may start from students’ social learning.”

(http://www.sciencedaily.com/releases/2011/05/110509091557.htm)

Edmodo Social Learning Platform

Based in San Mateo, California (USA), Edmodo was founded in 2008 by Nicolas

Borg and Jeff O’Hara. It is considered as a social networking site (very similar to

Facebook) for teachers and students.

It provides a secure and easy environment where pupils can share their content,

and access several activities, evaluations and notices. Users can send and receive

messages, discuss on forums and share digital resources such as videos, audios or images.

All evaluations and grades are easily stored and accessible anytime. It can be accessible

online and by mobile devices (including Android and iPhones). The platform is available

in 6 languages including English, German, Greek, French, Spanish and Portuguese. In the

first quarter of 2013, there were over 18.8 million people registered in over 90 countries.

85 of the largest US school districts have already chosen it.(http:www//edmodo.com)

According to Veletsianos and Navarrete of University of Texas at Austin, USA,

the potential of social networking sites to contribute to educational endeavors is

highlighted by researchers and practitioner’s alike, empirical evidence on the use of such

sites for formal online learning is scant. The literature suggests that SNSs hold promise

for online education. Nevertheless, considerable gaps exist in the empirical literature,

especially with regards to what the student experience is like in these environments.

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 A contributing factor to these gaps is the scarcity of studies reporting on the use

of social networks in formal education, with Arnold and Paulus (2010).

(http://www.irrodl.org/index.php/irrodl/article/view/1078/2077)

The Social Learning and Collaboration Platform

The study of Borgatti, S. P., & Cross, R. (2013).A Relational View of Information

Seeking and Learning in Social Networks. Management Science, 49(4), 432-445.A Social

Learning and Collaboration Platform; the other is PACTS (Program and Course Tracking

System), which we use to further manage more detailed course and program information.

Social and professional networking. For example, someone in instructional design might

benefit from learning about new technologies and their pedagogical implications, while

someone in marketing might benefit from learning the latest in Web analytics technology,

and a new hire in registration would need to learn the systems and applications necessary

to register World Campus students. There is a need for rapid and efficient communication

between people in the various roles and in different status levels within the organization

(the organization does maintain a loose hierarchy of workers typical of academic

institutions.(http://sites.psu.edu/natalieharp/writings/proposal-a-social-learning-and-

collaboration-platform)

xFace Mobile Application

According to Yonghong Wu, Jianchao Luo, Lei Luo School of Computer Science

and Engineering, University of Electronic Science and Technology of China, Chengdu

Android which Google released as an open-source mobile phone operating system is a

Linux-based platform; it consists of the operating system, middleware, and user interface

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and application software. xFace is a cross-platform web application engine for mobile

Internet. As a global leader in mobile web application engine, xFace has the advantages

of versatility, easy to master, universal.

It significantly reduces the effort of development; while the services of testing

which porting layer provides, will greatly reduce the developer’s development costs.

(http://www.studymode.com/essays/Android-International-Conference-On-Computer-

And-1439090.html)

According to Sotelo, 2011, Interactive Learning, is a pedagogical approach that

incorporates social networking and urban computing into course design and deliver.

Interactive Learning has evolved out of the hyper-growth in the use of digital technology

and virtual communication, particularly by students. The use of interactive technology in

learning for these students is as natural as using a pencil and paper were to past

generations. “The Relevance of the Study that there is a need for integration of software

such as interactive learning. This could be benefiting android application user namely

the preschooler who does not have the confidence in learning through this type of android

software that performs interactive functions in a single interface. If an integration would

cater mostly to the need of computer users. This software is interactive android learning

software that shoes the basic learning needed of a person or student which will greatly

help the user in learning in school and at home. (http://www.studymode.com/essays/The-

Review-Of-Related-Literature-And-54993702.html)

The study of Lim Dr. Natasa Christodoulidou Assistant Professor of Marketing

College of Business Administration and Public Policy California State University; there

are various platforms provided by the social media networks such as Facebook, LinkedIn,

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YouTube and Twitter to the marketing of products and services for the hospitality

industry. Social network offers media technologies that can facilitate online functionality

and monitoring perspectives wherein the data gathered can be used to develop their

services for customer satisfaction. The hospitality industry can market themselves in

social media and networking. Hospitality industry can use social media to engage

customers and clients in dialogue and recognize their

needs.http://www.studymode.com/essays/Social-Media-Branding-958418.html)

A2010 study by Garajat the School of Engineering and Design, Brunel

University, United Kingdom, was designed to enhance students’ performance and

experiences within the BSc Multimedia Technology and Design course. The research

presented a number of m-learning application concepts organized under the subjects of

administration, presentation, feedback, motivation, and innovation. The study found that

implementing m-learning is sufficient for students.

Alturki’s (2013) research deals with the use of mobile learning at KSU. The study

focused on students and faculties at the university. This research attempts to ensure that

King Saud University is ready to employ mobile learning as part of the education

process. The study involved a sample of 50 faculties out of 40, and 100 students out of

30,000.

Vocabulary Learning

In most elementary schools in Indonesia, teachers begin the English class by

learning English vocabulary first, as it is believed that the children will find it easy to

learn other language, skills such as listening, reading, writing, and speaking because they

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are rich of basic thing of language that is vocabulary. Richards (2010) defines vocabulary

as the core component of language proficiency and provides much of the basis for how

well learners speak, listen, read, and write. According to Linse (2011), vocabulary entails

a collection of words in language which is known, learnt, and used by the speakers. Thus,

vocabulary provides basic supports to all language skills.

According to Cameron in Alqahtani (2015), vocabulary is one of the knowledge

areas in language, plays significant role for learners in acquiring a language. Learners

need vocabulary as the basic knowledge to be mastered, such as learning about words,

before they learn more complex knowledge, such as forming phrases, creating clauses

and sentences. Harmon, et.al in Alqahtani (2015) further adds that learners’ vocabulary

development is an important aspect of their language development. This means that when

someone’s language develops, his/her vocabulary also develops which eventually

develops the possibility to improve language capacity. In addition, Diamond and Gutlohn

in Helena (2007) state that vocabulary is the knowledge of words and their meanings. It

means that without establishing a strong vocabulary base first, comprehension and the

use of a language will not be achieved. Based on statements above, it can be concluded

that vocabulary acts as the main role in the successful particular subject learning, since it

gives the basis terms and concepts of particular subjects in the learning process.

Therefore, teacher should give more attention towards vocabulary instruction in the

classroom in the very beginning of the school, which means young learners should get

vocabulary instructions to make good basic concept about the words. However, some

authors state that vocabulary instruction was traditionally undervalued and teachers gave

little attention to the techniques to help students learn vocabulary as well (Helena, 2007).

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Regarding to the issues, the teachers nowadays are suggested to give vocabulary

instructions for the students in early age to maintain their interest to learn.

Teaching English to Young Learners (TEYL)

English for young learners has been the best way to learn the basic knowledge of

English. The primary level is cognitively primed to acquire language skills in ways that

lend themselves to an integrated skills and content-based experiential approach (Imaniah

& Nargis, 2017). Bay, Husain, and Mamu (2018) further state that because the

developmental period mostly happens throughout the primary level, primary school

teachers are urged to cooperate with the learners in understanding the shift in the

cognitive development of these learners. Thus, English teachers should be prepared with

learning resources, strategies, and methods to support the development of the learners.

Teachers of young children should understand the children, find out what they

need and offer them the materials in a way that they take them with interest (Cameron,

2001). Besides, teaching English for young learners are different compared to teaching

English to adults or young adults’ learners; they are more enthusiastic in the classroom

(Habibi & Sofwan, 2015). Ratminingsih (2012) emphasized that young learners are

active learners who tend to learn new language or pattern while they are playing and

having fun with movement. Thus, teachers should provide their students with interesting

learning environment. Children find it easy to acquire new Santosa, M.H., Pratama, I.P.S,

& Putra, I.N.A.J. (2020). Developing android based English vocabulary learning

materials for primary school students 166 language when they are involved with concrete

objects. Cameron (2001) adds that when introduced into the L2 classroom, they (young

learners) need very concrete vocabulary that connects with objects they can handle or see.

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When learners can have the real representations of objects in their learning, it is easier for

them to process the information in English.

Mobile Assisted Language Learning (MALL)

In this 21st century, the emerging of technology one learning trend. Utilised with

the use of mobile device, mobile learning is then considered as the acquisition of

knowledge or skill through using mobile technology, anywhere and anytime (Geddes,

2004 in Hashemi, Azizinezhad, Najafi, & Nesari, 2011). El-Hussein and Cronje (2010)

explains that the features of mobile technology like the portability and information

accessibility play a major role in the enhancement of English language teaching and

learning. Mobile devices are designed for all kinds of learners, even for users with

disabilities (García and Fombona, 2015) and therefore may assist learning more

effectively. The widespread use of mobile devices led the use of mobile tools for

learning, normally called as Mobile-Assisted Language Learning (MALL). According to

Kukulska-Hulme & Shield (2008), MALL use of personal, portable devices enable new

ways of learning, emphasizing continuity or spontaneity of access across different

contexts of use. Its practice can improve idiomatic skills and support a foreign language

class, and there is a positive sense in the learners’ perceptions towards mobile-based

learning (Kim, 2013). The use of mobile phone in learning allows the students to

experience quick information access. Santosa (2017) states that there is rich information

available with quick access and teaching and learning process should be directed to a

critical perspective rather than receptive one only. Liu, Navarrete, and Wivagg (2014)

state that studies of MALL with children found that mobile devices uplift children

learning. Based on the statements above, it can be concluded JEELS (Journal of English

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Education and Linguistics Studies), 7(1), 161-185. 167 that Mobile Assisted Language

Learning has positive outcomes on students’ learning. Empirical Review Several studies

have highlighted the use of applications in learning English, including vocabulary. Farrah

and Abu-Dawood (2018) investigated the use of mobile phone applications in teaching

and learning processes within the Business English course context. By using

questionnaire and interviews, it was found that most students responded positively to

using mobile applications in teaching and learning processes. Students also understood

and learned better when learning using the applications. In the English learning context,

Asnadi, Ratminingsih, and Myartawan (2018) explored the teachers’ and 6th grade

students’ perception of the of ICT-based English interactive game toward their learning

motivation and English achievement. The results showed that both teachers and students

showed a positive perception with regard to the use of ICT-based English interactive

game toward their learning motivation and English achievement. Wang (2017) in her

study presented a pilot study and aimed to develop a mobile app to improve college

students’ English vocabulary learning with both English and Chinese descriptions.

The target of her study was low-level students in college. The questionnaires were

used to collect students’ opinions toward the app. The pilot study and the use of mobile

app expect to motivate students’ learning and study habits. Nushi and Eqbali (2017) in

their study employed a mobile language learning application of Duolingo, and explored

the possibilities this app offers for learning a second language. This mobile app has

unique features in which the target of user can be of any age, children to parents. With

four main exercises that are provided in this app, which are namely, translation,

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matching, pairing, listening, and speaking, the user can learn English in fun way. Santosa,

M.H., Pratama, I.P.S, & Putra, I.N.A.J. (2020).

Developing android based English vocabulary learning materials for primary

school students 168 A study to check the effectiveness of mobile learning using

application has been conducted by Elfeky and Masadeh (2016) on the development of the

academic achievement and conversational skills of English language specialty students.

The results showed that mobile learning had quite significant effect on both students’

academic achievement and conversational skills. Relating to the present study, the results

of the previous study are helpful to the development of the smartphone applications since

it showed positive effect on students’ achievement. However, it is necessary to find out

the result of using the smartphone application to the children. The previous studies have

utilized mobile phone applications in their learning applications, especially in the field of

English, including vocabulary context.

The positive effect, perception, and development obtained from the earlier

existing studies support the present study and provide additional information for the

product development aimed in this research. However, specific subjects and settings

employed in this study may address different results and potentials. Therefore, it is

necessary to conduct the present study to develop an android-based application for

English vocabulary learning for primary school students.

edX: Courses by Harvard & MIT

edX brings online courses from the world’s best universities and industry-leading

companies to your mobile device, making it easy for you to learn something new and

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build job-relevant skills in today’s fastest growing fields. Learn anytime, anywhere

With edX’s free app, you have the freedom to learn on your own schedule: Stream online

classes in data science, blockchain, Python, and more to learn on the go. Download

online courses to watch anytime. Test your knowledge with quizzes and exams as you

advance through each course. View course announcements and handouts. Use the

advanced search to find courses in any subject, from programming to philosophy to

history and more. Explore online courses from 30+ subjects, including: Computer science

– Learn programming in Python, C++, Java, R, and more. Delve into in-demand topics

like artificial intelligence, machine learning, big data, cloud computing, and

cybersecurity. Business & Management. Build your knowledge in accounting, marketing,

finance, economics, information technology, entrepreneurship, and more. Mathematics -

Master your skills in calculus, statistics, and algebra with math courses from high school

to college level. Science & Engineering: Explore biology, chemistry, robotics,

manufacturing, and various engineering fields. Choose from thousands of courses in

those popular subjects and more, including art, law, politics, and history. edX is the

education movement for restless learners. Together with our founding partners Harvard

and MIT, we’ve brought together over 30 million learners, the majority of top-ranked

universities in the world, and industry-leading companies onto one online learning

platform that supports learners at every stage of their lives. We’re pursuing our vision of

a world where every learner can access education to unlock their potential, without the

barriers of cost or location.

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AIU Mobile Campus

Find solutions to the world’s problems, discover your passion and be inspired,

AIU merges modern educational theory, technology and your personal aspirations to

make your program a rewarding life changing experience that is accessible worldwide.

You are unique and unrepeatable and your academic journey should be as unique as you

are. As a pioneer in open learning, practical goal-oriented courses, personalized

curriculum and andragogy for the past 23 years, Atlantic International University has

transformed adult education.

Now the AIU Mobile Campus allows our students to access their virtual campus to

perform all the tasks required to advance academically. You are unique and unrepeatable

and your academic journey should be as unique as you are. Enjoy the mobility of AIU

and all the features included in the app: Webinars and Video Conferences Online

Courses, Merlin Media Center, Online Library (240,000 books), Assignment submission,

Message your Tutor or Academic Advisor, Online Transcript, With AIU Mobile you will

be accessing the future of education now from your mobile devices.

MobileU - University of Utah

MobileU is the official mobile app of the University of Utah, where students can

connect to campus on the go. MobileU provides a convenient way to navigate student

life, helping you find your way around campus, stay up to date on news and events, and

find information about helpful academic and technology resources. Features include:

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 Chapter 3

Methodology, Results and Discussions

In this chapter the method used for the system was presented with relevant phases.

It shows the requirements needed in developing the system, the system design, software

development procedures, the testing processes for the system, and implementation plan

and results. This section also contains the Method used in conducting the research which

is the Rapid Application Development.

System Methodology

The systems development life cycle (SDLC) is a conceptual model used in project

management that describes the stages involved in an information system development

project, from an initial feasibility study through maintenance of the completed

application.

Prototype

Requirement User
Construction Cutover
Planning
Design 31 | P a g e
 Define Test

Shows the Rapid Application Development Model of the Mobile Based Course Manual App

There are various SDLC methodologies have been developed to guide the

processes and the researcher used RAD Model for the system development. This is the

appropriate approach for the Software Development Life Cycle (SDLC) since it involves

validation or verification between the phases where any deviations can be corrected

immediately, providing the client satisfaction. It includes Requirements Planning, User

Description, Construction, and Cutover with feedback at every stage.

Requirements Planning

It involves the use of various techniques used in requirements elicitation like

brainstorming, task analysis, form analysis, user scenarios, FAST (Facilitated Application

Development Technique), etc. It also consists of the entire structured plan describing the

critical data, methods to obtain it, and then processing it to form a final refined model.

User Description

This phase consists of taking user feedback and building the prototype using

developer tools. In other words, it includes re-examination and validation of the data

collected in the first phase. The dataset attributes are also identified and elucidated in this

phase.

Construction

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 In this phase, refinement of the prototype and delivery takes place. It includes the

actual use of powerful automated tools to transform processes and data models into the

final working product. All the required modifications and enhancements are too done in

this phase.

Cutover

All the interfaces between the independent modules developed by separate teams

have to be tested properly. The use of powerfully automated tools and subparts makes

testing easier. This is followed by acceptance testing by the user.

Requirements Documentation

This section presents the methodology used to develop the system, the system’s

functionality, the suggested application content by the teachers and the project plan in

developing the said application. It also includes the software and hardware requirements;

software developer and people ware recommendation.

Design of Software, Systems, Product and/or Processes

The researchers present the software development tools, hardware specifications,

and people ware recommendations for the developed Mobile Base Course Manual

Application.

Design

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Software Requirements

The following were the list of requirements of the software used during the

development and implementation of the application.

Eclipse

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 It’s an integrated development environment (IDE). It contains a

base workspace and an extensible plug-in system for customizing the environment. The

researchers choose this because eclipse is the development of an environment that can be

used to develop applications.

ADT Plugin

Android Development Tools (ADT) is a plugin for the Eclipse IDE that is

designed to give you a powerful, integrated environment in which to build Android

applications. The researchers will use this to developing in eclipse with this ADT because

this ADT gives and incredible boost in developing Android Applications.

SDK (Software Development Kit)

The Android SDK provides you the API libraries and developer tools necessary to

build, test, and debug apps for Android. The researchers will use this for developing and

debugging tools using Android SDK.

Hardware Requirements

While Android is designed to support a wide variety of hardware the following is

the list of hardware requirements used for the implementation of the application.

1.5 GHz dual core processor. It is the main figure versatile execution. For typical tasks

like accessing the Internet, word processing, using standard mobile applications, and

playing Android games, the amount of RAM listed above for each system has been

estimated. It stores dynamic projects and information.

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RAM: 1 GB (higher much better). It is the most important factor in mobile

performance. The amount of RAM listed for each system above is estimated for normal

usage like accessing the Internet, word processing, standard mobile applications and

playing android games. It stores active programs and data.

Symmetric multiprocessing. It has the ability to process programs written by multiple

processors that share a memory and operating system. It permits any processor to chip

away at any undertaking regardless of where the information for that errand is situated in

memory, gave that each assignment in the framework isn't in execution on at least two

processors simultaneously.

Operating System: Android OS any Version (higher much better). This stage is

expected to run the framework to your cell phone. The higher version is superior.

Development Testing

This section includes the application functionalities to define what functions are

to be included in the developed systems to satisfy the needs of the teachers for their

lessons.

Now that we have system design, code generation begins. Code generation is

conversion of design into machine-readable form. If designing of software and system is

done well, code generation can be done easily. We will apply the information gathered in

the first two phases to create the actual working parts of the system. We will then

implement the program as designed in the earlier stages. In this phase, we will conduct

unit testing, to ensure that there are no defects.

Description of the Prototype

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 This portion presents the needed report layouts and screen forms of the developed

mobile application.

Reports Layouts. For this mobile application, the researchers will provide softcopies of

the users or students references like instructional materials, and video tutorials of the said

topics.

Screen Forms. To give readers or viewers an idea of how the mobile application looks,

the researchers will present screenshots layouts.

Implementation Plan

In order to gather feedback and create an application that is both dependable and

effective, the researchers gave the projects proponents the opportunity to test and

evaluate the said mobile application.

Implementation Result

After a series of analysis and computations, the results of the evaluation for initial

and final testing were presented.

The developed mobile application was evaluated by three IT experts during the

initial testing using the Software Quality Model based on the criteria set forth by

McCall’s and the end-users during the final testing using validated self-made testing tool.

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 Chapter 4

Recommendations

It sounds like the researchers have concluded that implementing a mobile learning

application would be beneficial for networking lectures at MSU Sulu. This suggests that

they believe using a mobile app could enhance the learning experience for students in this

context.

Mobile learning applications can have several advantages for educational

institutions:

Accessibility: Students can access learning materials anytime, anywhere, as long as they have a

smartphone or tablet and an internet connection.

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Engagement: Interactive features and multimedia elements can make the learning experience

more engaging and dynamic.

Flexibility: Students can learn at their own pace, which can be particularly helpful for complex

subjects like networking.

Personalization: Mobile apps can track individual progress and adapt content to suit each

student's learning style and level.

Resource Efficiency: Digital materials are often more environmentally friendly and cost-

effective than printed materials.

Collaboration: Many mobile apps facilitate collaboration among students, which can foster a

sense of community and provide opportunities for peer learning.

Feedback and Assessment: Apps can provide instant feedback on quizzes and assignments,

allowing students to track their progress and improve their understanding of the material.

However, it's important to consider some potential challenges and considerations:

Access and Equity: Not all students may have access to smartphones or reliable internet

connections. This could create disparities in access to learning materials.

Training and Support: Both students and faculty may need training to effectively use the mobile

learning application.

Security and Privacy: Handling sensitive educational data requires robust security measures to

protect the information and privacy of students.

Appropriate Content: Ensuring that the content provided through the app aligns with the

curriculum and educational objectives is crucial.

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Monitoring and Evaluation: It's important to continuously monitor the effectiveness of the app

in improving learning outcomes.

Overall, if implemented thoughtfully and with consideration for these factors, a mobile

learning application could be a valuable addition to the educational experience at MSU Sulu,

especially for networking lectures.

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