It is becoming more and more essential to use mobile applications.Therefore, user interface mobile applications become more popular. Despite its importance, UI courses for mobile applications design are not a part of all graphic design syllabi at Jordanian universities for visual communication design, resulting in graduates with scant knowledge of the subject. Thus, it is common for newly graduated students to self-educate through online courses or to be trained by companies, which are often non-academic and commercial. Thus, the purpose of this study is to develop a novel educational syllabus proposition for teaching UI mobile appl . . .ication design to students of visual communication design at Jordanian universities. To achieve this, the current study followed a methodological approach of design-based research. This methodology allowed for several iterations of the syllabus. The first draft was based on a content analysis of 13 prominent syllabi. Then the first draft was refined based on the perceptions of five experts. As a result, this study provided a comprehensive examination of the need for specialized courses on UI mobile app design as part of the bachelor’s degree. The proposed syllabus is divided into four parts: introduction, UI process, UI case studies and best practices, and a final project. The introduction covers the basics of UI. The UI process section covers theory and practice, tools, and publishing. The case studies and best practices section focuses on medical UI mobile app design and includes a UI checklist tool. The final project requires students to present and review their projects. The results of this study providing evidence of the value of involving experts and practitioners in the design process. This study also has implications for improving and developing future syllabi, which may help to bridge the gap between theory and practice in the field of UI design for mobile apps
This study aims to design a second language instruction through the construction of new cognitive structures in the mother tongue and to determine its effect on the learner's cognitive load and achievement in learning complex structures. The study was undertaken in a public university in Istanbul with 79 prep school students and designed as a quasi-experimental study. A subjective cognitive load scale developed by Paas (1992) and an achievement test were utilized as the data collection tools. A covariance analysis (ANCOVA) was employed to determine student achievement between the experiment and control groups, the results of which p . . .roduced a signiﬁcant diﬀerence in favor of the experiment group. The results of the one-way ANOVA showed that there is a statistically significant decrease with regards to the cognitive load of the students in the experiment group. The eﬃciency of instruction was also measured utilizing the efficiency formula developed by Paas and van Merrienboer (1994). The results corroborated the hypothesis that when designed in a way to construct new structures in the native language, thereby reducing the cognitive load, this instruction yields an increase in the achievement of the students for the learning of complex structures in the second language. The results call for attention that the instructional design utilized as the treatment of this study is efficient on the academic achievement of the students in their learning
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