Second International Conference on Computer Research and Development
Multimedia Design and Development in ‘Komputer
Saya’ Courseware for Slow Learners
Norfarhana Abdollah, Wan Fatimah Wan Ahmad, Emelia Akashah Patah Akhir
Department of Computer and Information Sciences
Universiti Teknologi PETRONAS
Perak, Malaysia
farhana.abdollah@gmail .com, {fatimhd,emeliaakashah}@petronas.com.my
Abstract— Multimedia offers lots of advantages in the field of
education. With the ability to combine multiple media elements
in a package, learning environment can be customized
according to the learners to meet their individual learning
requirements. Slow learners are individuals with limited
cognitive abilities, whose thinking skills develop slower than
the norm for their ages and have difficulties in learning.
Researches have proven that these special individuals can gain
advantages by incorporating multimedia into their learning.
This paper is one part of research project of developing a
multimedia courseware to facilitate slow learner’s learning in
their special education class. In this paper, the design and
development part of the multimedia courseware for slow
learners is discussed. The courseware is developed based on
ADDIE methodology and used Macromedia Flash as the main
platform, as well as Adobe Illustrator and Adobe Photoshop
for interfaces and graphics design. The developed courseware
will be based on the ‘Sukatan Pelajaran Pendidikan Khas
Bermasalah Pembelajaran Sekolah Rendah & Menengah’,
which focus on functional academic skills based on the
curriculum of Multimedia Component. Methodological
development model and modules of the courseware are
presented in this paper.
Keywords-Multimedia, Courseware, Learning Disabilities,
Slow Learners
I. INTRODUCTION
Education is a continuous process towards enhancing
individual skills and potential in various aspects. Education
is important for every individual, including special needs
person. However, those with special needs have their own
attributes that makes them incapable to learn at the same
pace with normal persons [1]. They require specialized and
individually planned learning instructions in order to
maximize their potential and self-sufficiency.
Slow learners are in the category of special needs. They
have cognitive problem but are not identical as ‘no learner’;
they can and do learn but not as quickly as individual with
same age [2]. Researchers have shown that cognitive skills
are a determining factor on an individual’s learning ability
which weak on fundamental cognitive skills account for the
majority of learning difficulties [3].
978-0-7695-4043-6/10 $26.00 © 2010 IEEE 354
DOI 10.1109/ICCRD.2010.44
Slow learners’ education in Malaysia can be divided into
two categories:
• Normal students that do not perform well in
academic; have difficulties and weaknesses with
proficiency in three basic skills; reading, writing and
arithmetic [4]. They also are categorized as ‘slow
learners’ but do not fall into the category of special
education [5]. These slow learners do not show
evidence of having medical problem but just simply
do not perform well in school or certain subjects [7].
Special Remedial Class is designed as an attempt to
help the slow learners until they successfully master
those three basic skills [4].
• Slow learners in the group of Special Education for
Learning Disabilities program. These students have
been confirmed by medical doctor as having
disabilities that hold down their learning processes.
The disabilities include cognitive, language,
speaking, reading, arithmetic, development, social
and behaviour skills [8]. They are not able to learn in
normal or remedial class and curriculum, too slow to
achieve very simple objectives, short attention span
and poor concentration skills [6]. They are taught
based on specialized curriculum and special trained
teachers.
A. Multimedia for Special Needs
Multimedia in general involves the computer
presentation of multiple media such as text, graphics,
animation, sound, video etc. With the ability to combine
multiple media into a package, individualized learning needs
can be achieved. For instance, to cater for individual with
limitation on print reading, presenting print information
along with sound and picture forms will allow for better
understanding [9]. With many advantages offered,
multimedia should be incorporated in all levels of education
including special education level.
According to the studies conducted by [9], the usage of
multimedia learning resources had resulted in increasing
effectiveness of teaching children with learning difficulties
in the area of functional academics. While studies conducted
by [10] show that computer aided learning has had a
beneficial impact and improvement on the children with
learning problems including the slow learners in terms of
spelling, reading skills, social behaviour, attention,
communication and motivation. A study on implementation
of ICT for slow learners in primary school in Singapore by
[11] has noted that ICT increased student’s motivations and
help build competency skills among the learners. Besides,
the technology also enables learners to attempt tasks of
different cognitive level and have more control to their own
learning.
II. PRELIMINARY ANALYSIS
Analysis of user’s need is essential in order to design and
develop a tool that can assist them accordingly. A
preliminary analysis was carried out at early stage of this
project, using survey, class observations and interviews as
instruments for the evaluations. This analysis was carried out
to determine the learning characteristics of slow learners
before designing a suitable courseware as learning tool that
can suite their abilities and learning styles.
Survey, interview with teachers and class observations
has been conducted at two schools that provide Special
Education Integration Program for Learning Difficulties
students. This analysis has resulted on the learning
characteristics of slow learners, problems with current ICT
applications in their classroom and suggestion on
improvement by designing a suitable learning courseware.
Information obtain from this analysis, combining with study
on suitable instructional design for slow learners as well as
analysis on learning theories have been very useful as
reference for work in further research of this project on later
stages.
III. OBJECTIVES AND SCOPES
The general idea of this research is to develop a
courseware to serve and aid Slow Learners and to attract
their interests in using computer. During the development of
the courseware, formative evaluation has been conducted
informally by the developer and the teachers. Summative
evaluation for the completed prototype in terms of usability
will be conducted at the end of implementation phase.
A. Objectives
The objective of this paper is to discuss on the design and
development phase of the multimedia courseware for Slow
Learners. This includes discussion on learning theories used,
ID Model, courseware components and prototype’s
interfaces.
B. Scopes
Suitable curriculum syllabus provided by Ministry of
Education is one of the strength to ensure the learning
disabilities students will get benefit from suitable learning
practices designed for them [18]. Thus, the courseware must
also be designed according to the syllabus. Curriculum
syllabus used is referred to the Special Education Curriculum
by the Malaysian Ministry of Education and suitable
reference books used by the teachers. The content of the
courseware is focused on functional academic component
based on the curriculum of Multimedia Component, which
delivered in Malay to suite the learner’s education level. The
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modules consist of learning materials designed according to
the theme of ‘My Computer’. The targeted users are slow
learners in the age range of 7 to 14 years old, whom are
educated under Special Education for Learning Disabilities
program.
IV. METHODOLOGY AND APPROACH IN DESIGN
AND DEVELOPMENT
The courseware is developed based on ADDIE
Methodology Model. The tools used are Macromedia Flash
as the main platform, as well as Adobe Illustrator and Adobe
Photoshop for interfaces and graphics design. From
preliminary analysis, proposed courseware contents based on
learning objectives, activities and application using
multimedia technologies has been obtained. Those results
combining with development model is used as reference in
designing the courseware. Methodological development
model [12] used for design and development phase of this
project are:
• Pedagogical Model based on Theory of Learning
• Instructional Design (ID) Model
A. Pedagogical Model based on Theory of Learning
Learning theory offers basic strategy that should be
utilized to increase quality of learning by providing suitable
learning practice according to learner’s need [13]. Fig. 1
summarizes Behaviourism, Cognitivism and Constructivism
principles and characteristics that can be applied in designing
educational multimedia courseware [3], [11], [13], [14], [15],
and [16].
Figure 1. Pedagogical Model
These learning theories have been used in designing
conventional instruction for slow learners. Fundamentally,
regardless of the delivery medium whether conventional or
modern technology utilization, suitable learning theories
should be applied in designing the learning instructions.
These three theories principles and characteristics have been
combined as pedagogical model and used as a reference in
designing the Instructional Design, Courseware Modules and
interfaces.
 Figure 2. Instructional Design (ID) Model
B. Instructional Design (ID) Model
Fig. 2 illustrates the Instructional Design Model which
consists of the elements included in the multimedia
courseware that is designed using integration of learning
theory approach and suitable pedagogy technique. In
addition, data collection from early analysis also being used
as reference in designing the approach and strategy
incorporated in the courseware to ensure that the courseware
can achieve all expected educational objectives.
C. Courseware Components
Good design will enable the courseware to facilitate
learning outcomes for the intended users [17]. Fig. 3
illustrates the courseware components that have been
designed using thematic-based approach which focusing on
multimedia theme.
Figure 3. Courseware Components
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Four integrated components for the courseware prototype
under development include learning, exercise, activities and
support component. Learning component combines both
learning and exercise elements. Other related exercises on
the topics that have been included in the learning module are
put under exercise module to reinforce learner’s
understanding. The activity component involves designation
of activities that can be performed by using computer such as
drawing, painting and games which are all designed in the
form of exploration. Finally the support component is
designed for teachers in order to provide details of
understanding regarding the courseware.
V. COURSEWARE DEVELOPMENT
Four modules have been designed accordingly and will
be implemented with suitable multimedia technology. Each
module has several expanded sub-modules as shown in Fig.
4. This section will explain on each module in details.
A. Support Module
This module is divided into two main components.
Objective component states the courseware objectives while
Teacher’s Guide component has other four sub-components
which are the synopsis of each module in the courseware,
navigation guide, teaching and learning approach and
suggestion on alternative computer based activities other
than the courseware. The activities are suggested with the
hope of creating more enjoyable environment for the
learners, as well as allowing them to relate the knowledge
gained from the courseware with real experience.
B. Learning Module
This module is also known as ‘Jom Belajar’ which
comprise of three sub-modules which will allow learner to
learn on types of computers, component of computers and
how to take care of computer. Mastery learning principle is
applied whereby a learner has to cover on each topic by
answering several questions correctly before proceeding to
the next topic of learning. This learning module promotes
active-learning approach by allowing the learner to click on
an image to display the component and its explanation.

Figure 4. Courseware Modules

C. Exercise Module The interfaces of the Learning Module on different topics

This module is also known as ‘Latihan’ which includes which are Type of computer, Component of computer and
exercises related to topics on ‘Jom Belajar’ module. How to take care of computer are depicted in Fig. 5, Fig. 6
Exercises are designed based on level to cater for the and Fig. 7. Formative evaluation has been conducted by
different cognitive levels among the learners. Different interviewing one special education teacher regarding
approaches are designed to cater for users of both levels. For interfaces and content on Learning Module. The feedback
level 1/easy user, approach is designed simpler such as received is initiative on displaying each letter by letter,
matching component by clicking on correct image or text, accompanied with spelling voice, instead of displaying
and drag-and-drop approach. While for level 2/intermediate syllable by syllable.
user, approach is designed in higher level which require user
to use the keyboard to type the answers.
D. Activity Module
This module is also known as ‘Aktiviti’. There are four
main activities included which are drawing, painting, typing
and games. Activities in this module are designed based on
constructivism approach such as try and error method (trace
dot-to-dot, colouring based on numbers, mazes and jigsaw
puzzle) to encourage learners to seek for possible solution
for the problem given. Games are designed related to ‘My
Computer’ theme with hope may help learners indirectly
revised their learning in an interesting, fun and interactive
way [1].
Figure 5. Interface of Learning Module on Topic 1

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Figure 6. Interface of Learning Module on Topic 2
Figure 7. Interface of Learning Module on Topic 3
VI. CONCLUSIONS
As a conclusion, the ID Model, courseware components
and courseware modules have been designed according to
the early analysis results combined with the studies on
suitable learning theories principles and characteristics as
well as appropriate instructional design for the slow learners.
The courseware which is still in the development phase
implements various learning approach and incorporated
multiple media elements. As exploitation of multimedia
technology empowers learners to move at their comfortable
speed, this courseware is hoped to increase their confidence
and independent learning skills thus raise slow learner’s
motivation for continuous learning.
VII. FUTURE WORKS
For future works, development on exercise and learning
module will be continued. Courseware learnability and ease-
of-use checklist will be plan and use as guideline in
conducting usability evaluation for the users once the
development process is done.
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