Usability Evaluation of Google Classroom for Elementary School Students

In the context of preventing the transmission of covid-19, education at all levels has been transferred online. Google Classroom is a service created by Google for institutions education whose use has the full support of the Ministry of Education and Culture. After four times conduct English language lectures at STKIP PGRI SIDOARJO face-to-face, process it changes to an online system using Google Classroom. This research aims to know how to use the application in online classrooms, what advantages are there on the application in relation to English courses and what obstacles perceived by students and lecturers in using Google Classroom. Data were collected from 10 students obtained from the test instrument and questionnaire. The results showed the use of this online platform can motivate students to learn English. This matter can be seen with an increase in their language skills. In addition, students feel happy to learn with the application because the features available are easy to understand and also efficient in the use of time. However, Google Classroom also has weaknesses such as the display less interesting, file delivery that must be monitored and time settings that can still be changed. However, in general, the use of these applications can be a good choice as an online learning medium.In the context of preventing the transmission of covid-19, education at all levels has been transferred online. Google Classroom is a service created by Google for institutions education whose use has the full support of the Ministry of Education and Culture. After four times conduct English language lectures at STKIP PGRI SIDOARJO face-to-face, process it changes to an online system using Google Classroom. This research aims to know how to use the application in online classrooms, what advantages are there on the application in relation to English courses and what obstacles perceived by students and lecturers in using Google Classroom. Data were collected from 10 students obtained from the test instrument and questionnaire. The results showed the use of this online platform can motivate students to learn English. This matter can be seen with an increase in their language skills. In addition, students feel happy to learn with the application because the features available are easy to understand and also efficient in the use of time. However, Google Classroom also has weaknesses such as the display less interesting, file delivery that must be monitored and time settings that can still be changed. However, in general, the use of these applications can be a good choice as an online learning medium.Keywords: Google Classroom, Technology, English Language

The global crisis brought on by the COVID-19 pandemic paved the way for a new normal. As a result, the higher education system has opted for a delivery model based on flexible learning. To help with the implementation of flexible learning, Google Classroom was used. Google Classroom, as learning management system, is part of the online Google Apps for Education suite of productivity applications for teachers and students in flexible learning. The goal of this study is to assess the perception and satisfaction of college education students on Google Classroom as a teaching and learning tool. This research employed a descriptive method, with the students responding to an online survey questionnaire. The sample for this study was drawn using stratified random sampling and Slovins' formula was used to determine the number of samples drawn from the total population, which consisted of 321 students enrolled during the first semester of the school year 2021–2022. In order to answer research questions frequency count, average, percentile, and inferential statistics such as the independent-samples t-test and one-way ANOVA were used. The findings from the survey showed that majority of the college education students agreed that Google Classroom is easy to access, useful, supports communication and interaction and instruction delivery in flexible learning. When asked about their level of satisfaction, the respondents were very satisfied with the Google Classroom as instructional medium for teaching and learning. Moreover, results revealed that Google Classroom supports flexible language learning through the following: (a) assists them in completing their assignments on time; (b) helps them to be interactive in participating and engaging in fruitful discussion; and (c) motivates students to manage time. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning. Furthermore, an independent sample t-test revealed that there is no statistically significant difference of the respondents’ perceptions on the utilization of Google Classroom when grouped according to their profile. In addition, one-way Anova analysis of the data revealed no statistically significant differences in student perceptions and satisfaction when classified by profile. On the other hand, when the respondents' courses are taken into consideration, there is a statistically significant difference in their satisfaction with Google Classroom. This study concludes that Google Classroom as instructional medium for teaching and learning contributes to effective flexible learning. It is recommended that professional development and capacity-building programs in college majors and courses should be tailored to the current teaching and learning environment and also to help the transition into other learning management systems used in higher education, undergraduate students should be exposed to free web-based learning applications like Google Classroom.

At this time there is a shift in the learning system from face-to-face learning to a challenge. One of the bold lessons used is google classroom. There are still many principals who managerially have not maximized the learning of teachers and students in the process with this google classroom media, besides that teachers who should be the spearhead of implementing learning through google classroom also have not mastered this media to the fullest. So learning with google classroom media still has many obstacles. This study aims to measure the extent of the influence of principal managerial and teacher performance on the use of google classroom in improving mathematics learning achievement in elementary school students. This research method uses descriptive qualitative with a phenomenological approach. The subjects of this study were principals, teachers, and school students in Kepyar Village. The data collection used in this research is data collection through questionnaires, interviews, observations, and documentation. Data validity through triangulation of data sources. The results of this study are the managerial influence and performance of teachers who use google classroom to improve students' mathematics learning achievement in elementary schools. The benefit of this research is to provide a reference to teachers that the managerial influence of principals and effective teacher performance in the use of google classroom can improve student achievement in mathematics lessons in elementary school.

BackgroundRepeated applications of short-term dietary assessment instruments are recommended for estimating usual dietary intake. For this purpose, NutriDiary, a smartphone app for collecting weighed dietary records (WDRs) in the German population, was developed.ObjectiveWe aim to describe NutriDiary and evaluate its usability and acceptability.MethodsNutriDiary was developed as a WDR, allowing users to enter food items via text search, barcode scanning, or free text entry. The sample for the evaluation study included 74 participants (n=51, 69% female, aged 18‐64 years), including 27 (37.5%) experts and 47 (63.5%) laypersons (including n=22, 30%, nutrition students). Participants completed a 1-day WDR and entered a predefined sample meal (n=17 foods) the following day by using NutriDiary. An evaluation questionnaire was answered from which the system usability scale (SUS) score (0‐100) was calculated. A backward selection procedure (PROC REG in SAS; SAS Institute) was used to identify potential predictors for the SUS score (age, sex, status [expert or laypersons], and operating system [iOS or Android]).ResultsThe median SUS score of 75 (IQR 63‐88) indicated good usability. Age was the only characteristic identified as a potential predictor for a lower SUS score (P<.001). The median completion time for an individual WDR was 35 (IQR 19‐52) minutes. Older participants took longer to enter the data than younger ones (18‐30 y: median 1.5, IQR 1.1‐2.0 min/item vs 45‐64 y: median 1.8, IQR 1.3‐2.3 min/item). Most participants expressed a preference for NutriDiary over the traditional paper-based method.ConclusionsGood usability and acceptability make NutriDiary promising for use in epidemiological studies.

Background: Generally, we use face-to-face manner as a main method for teaching while some flipped classroom applied online to get more achievement. The Department of Otolaryngology, Phramongkutklao College of Medicine(PCM) has introduced the online Google Classroom (GC) to the fifth-year medical students, in the academic year of 2019. The main purpose of the online GC may be applied to the flipped classroom for the fifth-year medical students. Due to the SARS-COV-2 pandemic situation at the time of this academic year, each rotation should get a different learning method. Therefore, it appeared that the second to the seventh rotation from total 8 rotations learned by blended education. Face to face manner of teaching was applied first then it was switched to online GC. After that, the eighth rotation came at the same time of the SARS-COV-2 pandemic, they were switched to the online GC only. It may be very hard if the online teaching has not been prepared before the time comes. The purpose of this study was to report the result of the application of GC and difference between group of the second to seventh rotation and the group of eighth rotations. How, the first rotation was not included in the study since they had opportunity to learn only face to face procedure. Methods: This is a descriptive prospective study by data collection from 86 medical students of the second to eighth rotations while the eighth rotation studied 100% online. The variable data, including a general information, satisfaction, and tools for accessing the GC were obtained from the questionnaires given to the second to the eighth rotation of the fifth-year medical students. Besides, the daily quiz (DQ) created and evaluated by the second-year residents were preformed and analyzed for the relationship with multiple choice question marks, slide quiz marks, objective structured clinical examination marks and practical marks. Moreover, the questionnaires regarding the comparison between the Google Classroom and the Moodle (MD) were also given to the sixth to eight rotations. Results: From evaluation (of the full mark of 5) of satisfaction and usage, it was found that the satisfaction was 4.7, difficulty to access was 3.2, suitability of DQ was 4.5 as well as the content of pedagogy, bedside teaching and OPD teaching conform with DQ was 4.5. Information through GC was useful by 4.2. Convenience to do SDL through GC was 4.5. Preferring to do SDL through GC was 4.5 and believe that GC could reduce paper consumption was 4.8. Comparison between GC and MD, there were 66.7% (26/39) of students who answered the evaluation with 96.1% preferred GC. Among these, 80.8% thought GC was easier to access, and 76.9% thought GC was more user friendly than MD. Correlation analysis by Pearson correlation, it was found that rotation was related to slide quiz (p = 0.010) and PBL marks (p &#x003C; 0.001). Those who had more numbers of answering quizzes would gain higher quiz marks (p &#x003C; 0.001). Conclusion: Using of the blended education to familiarize students, faculty and support staffs with learning management system are important since if 100% online teaching is needed. The change from face to face to online could be easily performed. Almost of student preferred Google Classroom to Moodle.

The purpose of this study was to compare the incidences of macular irregularities of elementary school (ES) and junior high school (JHS) students. This was a prospective cross-sectional observational study of 122 right eyes of 122 ES students (8–9 years) and 173 right eyes of 173 JHS students (12–13 years). Vertical cross-sectional images of the macula were obtained by optical coherence tomography. The eyes were classified based on the vertical symmetry of the posterior pole, and then sub-classified as convex-, flat-, concave-, or dome-shaped based on the direction of the curvature of the retinal pigment epithelium. One hundred and two eyes (83.6%) were placed in the symmetrical group in the ES students and 149 eyes (86.1%) in the JHS students. Twenty eyes (16.4%) were placed in the asymmetric groups in the ES students and 24 eyes (13.9%) in the JHS students. In symmetrical group, 78 and 118 eyes had a convex-shape (76.4 and 79.2%), followed by 22 and 29 eyes of dome-shaped group (21.6 and 19.4%) in ES and JHS students respectively. Because the incidences of the posterior pole shapes were not significantly different between the groups, it is likely that the macular irregularities develop before the age of ES.

The purpose of this paper is to provide a group music therapy intervention for elementary and middle school students with mood disorders through music therapy. To explore the improvement of group music therapy on the dysphoria and state of adolescent patients with mood disorders and to explore the relationship with self-identity. A music activity-based mental health education curriculum was designed based on the results of the current survey, while two homogenous classes were selected as the experimental and control classes; subsequently, the experimental teaching of the music activity-based mental health education curriculum was conducted in the experimental class, and the regular school mental health education curriculum was conducted in the control class, and the pre- and postexperimental scale tests were used to analyze that the curriculum of this study had a positive effect of this study's curriculum on elementary school students' positive emotions analyzed through pre- and postexperimental scale tests. The music activity-based mental health education program had a significant positive effect on the overall level of positive emotions of elementary school students, especially in the positive emotion index, happiness index, mental toughness, goal focus, and interpersonal assistance factor. The positive psychology-oriented music activity-based mental health education curriculum is well suited for elementary and middle school students, especially for upper elementary and middle school students. The music activity-based mental health education curriculum realizes the value of applying positive psychology to mental health education efforts at the elementary school level and flexibly uses a variety of related theories to promote positive emotional experiences for elementary and middle school students.

The trajectories of the supratemporal and infratemporal retinal arteries are associated with the position of the nerve fiber layer defects of glaucomatous eyes. However, no reports have thus far been published on changes in the retinal artery trajectory (RA trajectory) along with growth. Thus, the purpose of this study was to investigate the differences in the RA trajectories of elementary and junior high school students and the associations with axial length (AL). Prospective cross-sectional observational study. In total, 122 right eyes of healthy elementary school students (61 boys, 61 girls) and 170 right eyes of healthy junior high school students (83 boys, 87 girls) were studied. The AL was measured and color fundus photographs were taken, and used for the analysis. The RA trajectory was plotted in the color fundus photographs and fitted to a second-degree polynomial equation, [Formula: see text], using ImageJ. The coefficient "a" represented the steepness of the trajectories. The differences in the RA trajectories and ALs of elementary and junior high school students were determined using the Mann-Whitney test. The association between the RA trajectory and AL was determined using the Spearman rank correlation. The AL and the RA trajectory of the junior high school students were significantly greater than those of the elementary school students (P < 0.001). The RA trajectory was significantly associated with the AL in both elementary (r = 0.26, P = 0.005) and junior high (r = 0.32, P < 0.001) school students. Junior high school students have a longer AL and narrower RA trajectory than do elementary school students. A longer AL is associated with a narrower RA trajectory in both elementary and junior high school students.

Usability engineering analyzes the interaction between the intended users and a device. Its implementation is mandatory for manufacturers to obtain regulatory approval for the European market. The aim of this evaluation was assessing the role of usability testing in the development process. For this purpose, a continuous glucose monitoring (CGM) device under development was investigated to determine whether it could be used safely and effectively by the intended users. Conduct of the usability testing was based on the international standard IEC 62366-1. Medical device use of CGM-experienced and non-experienced users (n = 15 each) was observed without initial training in use scenarios containing 18 tasks. The success rate of task completion was determined and the System Usability Scale (SUS) score was calculated from a questionnaire. A prototype of the FiberSense CGM System (EyeSense GmbH, Großostheim, Germany), comprising of a single-use sensor and a reusable detector, was investigated. Most use errors made by both user groups were related to ease of handling of the reusable detectors. The SUS scores achieved in this study were below the pre-defined SUS score acceptance criterion of ≥68. The most frequently mentioned reason for use errors was an incomprehensible and non-chronological instructions for use (IFU). The evaluation provides valuable insights on how to improve usability of the prototype device and demonstrates the value of conducting structured usability testing prior to product finalization. The results reflected areas for improvement of the user interface, mainly by restructuring the IFU, provision of an additional leaflet, and device training prior to use.

This study evaluates the KBGAN iHealth© and KBGAN iFeed© mobile apps designed for buffalo health and feeding management, particularly for agricultural extension professionals (AEPs) in selected Philippine municipalities. These apps aim to address challenges in buffalo management, such as limited access to veterinary expertise, personalized recommendations, organized data, communication channels, and difficulties in calculating ideal feed compositions and meeting the distinct needs of smallholder farmers and AEPs. Despite System Usability Scale (SUS) scores indicating marginal acceptability for both apps, weighted mean scores by AEPs for statements assessed on a 5-point Likert scale (1 as strongly disagree and 5 as strongly agree), demonstrate that AEPs reported high confidence in the accuracy of buffalo health diagnostics (Mean of 4.20) and health management recommendations (Mean of 4.17) provided by KBGAN iHealth©. Similarly, KBGAN iFeed© received favorable ratings, with AEPs expressing agreement on the accuracy of feeding recommendations (Mean of 3.89) and the facilitation of feeding ration computations (Mean of 4.00). These positive perceived performance outcomes, coupled with increased confidence (Mean of 4.03) and motivation (Mean of 4.00) among AEPs, suggest the potential for frequent and consistent app usage despite usability concerns. Chi-square tests examining the relationship between AEP characteristics and SUS scores for the apps reveal significant associations between AEPs' education and experience levels and SUS scores for KBGAN iFeed©. The choice of IT device also influences KBGAN iHealth© SUS scores. Proposed enhancements by AEPs include refining algorithms, improving the user interface for navigation, speed, and efficiency, and incorporating features such as photo uploads and geotagging.

Background and importanceAn online personalised health record (PHR) is a valid tool to reduce medication discrepancies (MDs), defined as unexplained differences among medication regimens. The success of a PHR depends...

BackgroundWearable devices have the potential to promote a healthy lifestyle because of their real-time data monitoring capabilities. However, device usability is a critical factor that determines whether they will be adopted on a large scale. Usability studies on wearable devices are still scarce.ObjectiveThis study aims to compare the functions and attributes of seven mainstream wearable devices and to evaluate their usability.MethodsThe wearable devices selected were the Apple Watch, Samsung Gear S, Fitbit Surge, Jawbone Up3, Mi Band, Huawei Honor B2, and Misfit Shine. A mixed method of feature comparison and a System Usability Scale (SUS) evaluation based on 388 participants was applied; the higher the SUS score, the better the usability of the product.ResultsFor features, all devices had step counting, an activity timer, and distance recording functions. The Samsung Gear S had a unique sports track recording feature and the Huawei Honor B2 had a unique wireless earphone. The Apple Watch, Samsung Gear S, Jawbone Up3, and Fitbit Surge could measure heart rate. All the devices were able to monitor sleep, except the Apple Watch. For product characteristics, including attributes such as weight, battery life, price, and 22 functions such as step counting, activity time, activity type identification, sleep monitoring, and expandable new features, we found a very weak negative correlation between the SUS scores and price (r=−.10, P=.03) and devices that support expandable new features (r=−.11, P=.02), and a very weak positive correlation between the SUS scores and devices that support the activity type identification function (r=.11, P=.02). The Huawei Honor B2 received the highest score of mean 67.6 (SD 16.1); the lowest Apple Watch score was only 61.4 (SD 14.7). No significant difference was observed among brands. The SUS score had a moderate positive correlation with the user’s experience (length of time the device was used) (r=.32, P<.001); participants in the medical and health care industries gave a significantly higher score (mean 61.1, SD 17.9 vs mean 68.7, SD 14.5, P=.03).ConclusionsThe functions of wearable devices tend to be homogeneous and usability is similar across various brands. Overall, Mi Band had the lowest price and the lightest weight. Misfit Shine had the longest battery life and most functions, and participants in the medical and health care industries had the best evaluation of wearable devices. The perceived usability of mainstream wearable devices is unsatisfactory and customer loyalty is not high. A consumer’s SUS rating for a wearable device is related to their personal situation instead of the device brand. Device manufacturers should put more effort into developing innovative functions and improving the usability of their products by integrating more cognitive behavior change techniques.

The development of Information and Communication Technology (ICT) at this time has many impacts on people's lives, especially for Elementary School (ES) students, both positive and negative impacts. This study aims to determine the impact of ICT on the moral development of ES students. The method used in this research is qualitative with interview, observation, and documentation techniques. The research subjects were 6th-grade ES students. Analysis of the research data was carried out using a qualitative descriptive analysis. The results of the study show that most of the users of ICT without parental and teacher control have a great impact on student development. The negative impacts are that students are lazy to learn, ignorant, lack discipline, impolite behavior appears, and changes in social interaction, and dependence on Android. The teacher's efforts to overcome this are through digital literacy education, monitoring and limiting the use of technology, selecting quality content, discussion and reflection, collaboration with parents, and being a model of good behavior. With holistic education, ES students can gain understanding and strong moral skills that will help them become responsible, ethical, and contributing individuals in society.

The face-to-face learning process in the classroom is still found to be teacher-centered so that students are not actively involved and the impact on students' creative thinking skills is low. Meanwhile, during the COVID-19 pandemic, learning is carried out online. For this reason, it is necessary to maximize online learning in order to improve students' creative thinking ability. The purpose of this study is to analyze the effect of online learning assisted by google classroom and zoom meeting on students' creative thinking skills. This type of research is a quasi-experimental research. The research design used a pretest-posttest control group design. The results of the study show that: 1) The score of students' creative thinking ability in the experimental class with an average pretest value of 37.3 increased to 81.5 while the control class obtained an average pretest score of 33.8 increased to 72.3 which means the ability to think the creativity of the experimental class students in the natural science learning of ecosystem materials experienced a significant increase compared to the control class; 2) The results of the N-Gain Score test obtained an average value of the experimental class of 71.7 or 71.7%, which means that the use of interactive video integrated google classroom is quite effective in online learning. While the average value of the control class is 58.6 or 58.6%, which means that the use of zoom meetings is less effective in online learning. Thus, it is concluded that online learning assisted by Google Classroom integrated with interactive video has a greater effect than the zoom meeting on the creative thinking ability of the fifth grade studen

Online learning has long been promoted by the Faculty of Mathematics and Natural Sciences (FMNS), State University of Medan (SUM). The online learning system (SIPDA) has been developed by Unimed as the backbone of online learning, but the number of lecturers using the system has not been as expected. The covid-19 has succeeded in forcing all lecturers to migrate from classroom face-to-face (offline) to online learning. This research was aimed to study the preferences of lecturers for available online learning media during the Covid-19 pandemic. The data were obtained using questionnaire that distributed online to all lecturers and students who were active in lectures for the even semester of the 2019/2020 academic year. The data shows that all lecturers have implemented online learning to serve all classes. The majority of lecturers serve their class by using more than one online media. The order of the three types of online media which became the main preference of lecturers experienced a shift during the 3 months of observation, namely from WhatsApp (WA) - Email - Google Classroom (GC) in the first, to WA - GC - SIPDA in the second, and to WA - SIPDA - GC in the third month. It can be concluded that, although initially the lecturers’ main preference in learning was social media (WA), they have tried hard to make SIPDA as the main choice among the available e-learning media.