Design of Pedagogical Digitization MobSENI for Teaching and Learning of Visual Art Education in Primary Schools: Application of the Nominal Group Technique

Design of Pedagogical Digitization MobSENI for Teaching and Learning of Visual Art Education in Primary Schools: Application of the Nominal Group Technique

Roslita Ramli., Norzuraina Mohd Nor., Azlin Iryani Mohd Noor

Faculty of Art, Sustainability and Creative Industry, Sultan Idris Education University, 35900 Tanjong Malim, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.909000397

Received: 06 September 2025; Accepted: 12 September 2025; Published: 13 October 2025

ABSTRACT

MobSENI is a pedagogical digitalization initiative that integrates technology to improve the quality of teaching and learning in Visual Arts Education at the primary school level. This interactive digital platform is developed by combining multimedia elements aimed at increasing students’ interest and understanding of learning content. This study used the methodology of the Modified Nominal Group Technique (MNGT) to identify the key components and elements in the digitization design of MobSENI. Nine experts from the curriculum fields of Visual Arts Education, learning technology and multimedia graphic design were involved in the MNGT workshop face-to-face. The assessment by experts is carried out using a 7-point Likert scale to determine the level of acceptance of each proposed element. The data obtained was analyzed using the Microsoft Excel NGT software. Elements that obtain an acceptance score of 70% or above are considered accepted. The results of the study show that the expert panel has approved seven main components and proposed one additional component, bringing the total number of eight main components to a total of eight main components. Of the 53 elements proposed, 50 elements were accepted, three were rejected, while 16 new elements were introduced. Overall, the study reached a consensus on eight key components and 66 elements to be taken to the next phase of development. The implication of this study is to form a design framework for the digitalization of MobSENI pedagogy in the teaching and learning of Visual Arts Education in primary schools, which has the potential to increase the effectiveness and meaning of students’ learning experiences in the current digital education era.

Keywords: Visual Art Education, Pedagogy Digitization, Interactive Learning, Nominal Group Technique, Educational Technology

INTRODUCTION

The shift in education worldwide is impacted by the advancement of technology and the Fourth Industrial Revolution (IR 4.0), requiring a more agile, proactive and learner-focused form of teaching(Caratozzolo et al., 2021; Mogas et al., 2022; Naidoo & Singh-Pillay, 2020; Samuels & Singh, 2025). Malaysia is also undergoing this transformation through the Digital Education Policy and the Malaysian Education Development Plan (PPPM) 2013–2025 which emphasizes the importance of integrating digital technology in pedagogy to create a more engaging and effective teaching and learning experience (Bakar, 2023; Teoh et al., 2022; Zainal & Zainuddin, 2020). However, the integration of technology in Visual Arts Education at the primary school level is still limited due to several key challenges. Among the challenges are insufficient teacher proficiency, lack of digital teaching aids, as well as the absence of a digital pedagogical framework specifically designed to meet the needs of these subjects (Riyanda et al., 2025; Senkbeil et al., 2021; Smestad et al., 2023).

Roselainy Rahman et al., (2024) , Mohd Yusoff et al., (2024) and Syarbaini Saleh and Muhammad Faiz Sabri, (2024) found that the teaching of Visual Arts Education in primary schools still relies on traditional methods that are teacher-centered, passive and less interactive. This approach has been shown to reduce student interest and engagement. Although technologies such as virtual reality, animation, and interactive multimedia are available, their use in the Visual Arts Education classroom is still separate and not comprehensively utilized (Abbas Shah et al., 2024; Lowell & Yan, 2024; Suárez-Guerrero et al., 2024). Therefore, there is an urgent need to create a systematic and specific digital pedagogical framework according to the content needs of Visual Arts Education and in line with the learning tendencies of today’s digital generation

This study introduces MobSENI as a digital pedagogical approach designed to integrate interactive technology with 21st century teaching design principles to improve the quality of learning and teaching in Visual Arts Education. MobSENI is developed through the Modified Nominal Group Technique (Modified Nominal Group Technique, MNGT) and is the result of systematic consent from experts from various backgrounds in the field of education and technology. This study expects that MobSENI can not only increase students’ understanding of concepts and involvement, but also be able to stimulate pedagogical innovation in Visual Arts Education at the primary school level.

LITERATURE REVIEW

The digital transformation of education has become a global imperative, aligned with Sustainable Development Goal 4 (SDG-4), which advocates for inclusive, equitable, and quality education supported by technology(Ahuja, 2023; Gaisch & Rammer, 2021; Nuankaew et al., 2025). Numerous international and local studies have demonstrated that the integration of technology into pedagogy enhances student engagement, motivation, and deeper understanding of learning content (Karabin et al., 2024; Laurens-Arredondo, 2023; Malik, 2023; Mukhemar et al., 2022; Wekerle et al., 2022).

However, in the context of Visual Arts Education (VAE) at the primary school level, the integration of digital technology remains limited particularly in terms of structured pedagogical design tailored to the nature and needs of art education (Bakar, 2023; Bin Wan Mohd Yusoff et al., 2024; Mat et al., 2023; Naidoo & Singh-Pillay, 2020; Teoh et al., 2022). The Malaysia Education Blueprint (MEB) 2013–2025, through its Seventh Wave, underscores the importance of digital technology in teaching and learning (Kementeriaan Pelajaran Malaysia, 2013) .Although these national directives exist, Lee (2021) and  Syarbaini and Muhammad Faiz (2024) recent  reveal that many VAE teachers continue to rely on traditional, teacher-centered instructional methods.

Mariappan (2024), Lee et al., (2024), Mohd Khairezan (2022) , and Siti Zuraida Maaruf & Mohamad Nizam Mohamad Helmi, (2021) found that Visual Arts Education teachers are less likely to use technology-based interactive strategies due to facing several key constraints such as time constraints, insufficient access to digital resources, and lack of pedagogical training in the field of ICT. These findings are align with Mohamad Faizuan (2023), Rozeeyana Abdul Manan and Mohd Khairezan Rahmat (2024) Wan Irfan (2024) which points out that while awareness of the potential of digital tools in art education is increasing, their use is still at a minimal level. This situation occurs mainly due to the absence of a strong support system and limited opportunities for continuous professional development.

On a more positive note, research by Athanasekou et al., (2025), Zhu (2025), Shiri and Baigutov (2024), Mat et al., (2023) and Bloom and Doss, (2020) agree that when technology is optimally employed in the visual arts classroom, students exhibit marked improvements in creativity, engagement, and self-expression. Nonetheless, within the local Malaysian context, a comprehensive digital pedagogical approach specifically aligned with the Standard Curriculum and Assessment Document (DSKP) and the cognitive development of primary school learners in VAE has yet to be fully established (Ampi & Khairul Azhar Jamaludin, 2023; Mohd Shazlan Shahudin & Khairul Azhar Jamaludin, 2024; Ramli et al., 2024)

Abdul Bujang (2020), Kyaw (2023), Mahadzir  (2024), Venkatasawmy and Yeap, (2024) in a study involving the Institute of Teacher Education, reported that while lecturers’ express aspirations for digital innovation, challenges such as infrastructure deficits, limited training, and inadequate resources continue to hinder meaningful implementation. In terms of digital learning material provision, Kassim and Hassan, 2021, Lim and Hashim (2024), Murad (2024), Rahman (2024), Bohari (2025) advocated for the creation of resources that are not only informative, but also interactive and student-centered.

Therefore, the persistent gap in the availability of suitable digital instructional materials for primary VAE emerges as a key driver for the development of MobSENI. This innovation aims to address the need for a dedicated digital pedagogical model grounded in both curriculum requirements and learner needs.

The literature highlighted shows that although various educational digitalization efforts have been implemented, there is still no comprehensive digital pedagogical model developed specifically based on the curriculum framework of Visual Arts Education in primary schools. This study aims to fill these critical gaps by developing MobSENI as a digital pedagogical approach that is systematically designed and developed based on expert agreement through the Modified Nominal Group Technique (MNGT).

Theoretical Framework

The pedagogical design of MobSENI is guided by three main educational theories, namely the Theory of Constructivism Vygotsky (1978), Cognitive Theory of Multimedia Learning by Mayer (2001) and the Nine Teaching Events by Gagne (2005). These three theories offer unique and complementary pedagogical perspectives to ensure that MobSENI is aligned with curriculum standards while enhancing the effectiveness of learning in a digital environment.

Theory Constructivism Vygotsky (1978) emphasizes that learning occurs when pupils actively build knowledge through meaningful interactions and experiences. In Visual Arts Education, this theory is the basis for MobSENI’s learning design which is interactive and exploratory in nature. The platform allows pupils to engage in self-paced activities that encourage the expression of creativity by providing a space for pupils to interpret visual content and produce their own artwork, thus fostering critical thinking and reflective learning (Piaget, 1972; Vygotsky, 1978).

Cognitive Theory of Multimedia Learning by Mayer (2001) supports the integration of visual and auditory information in MobSENI. Based on the principles of dual-channel processing, limited cognitive capacity, and active cognitive engagement, this theory guides the use of multimedia elements such as animations, dubbing, infographics, and interactive modules. These elements aim to improve pupils’ understanding while reducing cognitive load, thus encouraging deeper engagement with the content (Mayer, 2001).

Nine Teaching Events by Gagne (2005) provide a systematic teaching design framework for structuring learning experiences in MobSENI. From engaging students and communicating learning objectives to providing feedback and performance assessments, each of these teaching events is carefully integrated to support knowledge retention and skill mastery. For example, each module in MobSENI begins with a clear setting of learning objectives, followed by interactive content and assessments designed to encourage active participation and reinforcement of learning (Gagné, 1985).

Through the synthesis of these three educational theories, MobSENI emerged as a robust digital platform in terms of pedagogy and student-centered. The platform has the potential to transform conventional Visual Arts teaching into a more engaging, personalized, and effective learning experience.

Research Objective

Design the pedagogical digitization of MobSENI teaching and learning VAE subjects in primary school based on panel expert consensus.

Research Questions

How is the design of pedagogical digitization of MobSENI teaching and learning in VAE subjects in primary school based on panel expert consensus?

What are the main components of pedagogical digitization of MobSENI teaching and learning in VAE subjects in primary school based on expert consensus?

What are the elements in the main components of the MobSENI teaching and learning pedagogy digitization in VAE subjects in primary school based on expert consensus?

METHODOLOGY

This study adopts a modified Design and Development Research (DDR) approach based on the model proposed by Saedah Siraj (2021) focusing exclusively on the design phase. During this phase, the process of identifying key components and elements for the digitization of MobSENI pedagogy was conducted using the Modified Nominal Group Technique (MNGT) method. The MNGT was chosen because of its systematic and collaborative nature in enabling consensus formation among experts from various fields. This method combines quantitative and qualitative approaches through the process of idea generation, critical discussion, and voting to determine the level of acceptance of the proposed design components  (Harvey, Nichole, and Holmes, 2012; O’Neil & Jackson, 1983). Eight key components have been successfully identified and verified, with each component reaching a minimum acceptance threshold of 70% according to the criteria set by the Deslandes (2010).

Nominal Group Technique

The Nominal Group Technique is a semi-quantitative method that is structured and combines qualitative and quantitative approaches (Dobbie et al., 2004; O’Neil & Jackson, 1983; Perry & Linsley, 2006). This process begins with a conceptualization phase, followed by the formulation of an idea which is then evaluated based on the percentage and level of acceptance of experts as well as the importance of each proposed element (O’Neil & Jackson, 1983)

This technique requires each expert panel member to contribute ideas independently and individually to avoid domination by any participant as well as reduce the pressure to agree with the views of others (Aizzat Mohd. Nasurdin et al., 2006; Lomax & McLeman, 1984; O’Neil & Jackson, 1983). One of its key advantages is the ability to ensure equitable participation from all panelists, thus minimizing the influence of dominant individuals (Mullen et al., 2021)

The Nominal Group technique also encourages wider idea generation by leveraging the diverse experience and knowledge of members related to the issues discussed (Huynh Thao, 2023). This method supports face-to-face group discussions and hands-on sharing of ideas, which facilitates the decision-making process and strengthens collaboration among group members (Maguire et al., 2022)

In addition, the Nominal Group Technique is able to reduce errors and misunderstandings by encouraging careful discussion among experts, stimulating creative thinking, assisting in the interpretation of findings, requiring minimal resources, and optimizing time efficiency (Lubuzo et al., 2022)

MNGT Method Implementation Procedure

The Modified NGT process for this research goes through five phases of the MNGT workshop process  (Dang, 2015; Harvey & Holmes, 2012; Williams et al., 2006)  (1) the explanation of the research begins with the moderator’s description of the research being conducted (2) Idea generation process by the panel expert study on idea suggestions and initiating idea generation by jot down ideas within the allotted time between 10 to 15 minutes (3) Idea sharing process with discussion and sharing of ideas on the idea suggestions put forward (4) Discussion of the main components and elements for the issue of the research reaching agreement on which experts will be selected to be included in the research to be developed (5) The drawing process of research participants scoring all the selected elements by setting a seven Likert scale. Determination of the element score value whether the element is accepted or rejected through predetermined conditions by setting the same percentage of acceptance or rejection 70% percentage to determine the status of the assessment is accepted (Deslandes et al., 2010).  Figure 1 show of the MNGT process.

Fig 1 . Modified Nominal Group Technique Process

Research Sample

Study samples for the design phase were selected using purposeful sampling methods. This technique involves the appointment of a panel of experts based on relevant expertise and their suitability to the needs of the study. The selection of an expert panel is made based on pre-established criteria to ensure the reliability and accuracy of the information contributed (Allen et al., 2004).

Nine experts were involved as panelists in the design phase. The panel consists of four experts in the field of Visual Arts Education, two in the field of Interactive Multimedia, and three experts in the field of Educational and Learning Technology. The size of this expert panel meets recommendations from previous studies that suggested a range of between 9 to 12 experts  (Allen et al., 2004), 6 to 12 people (Harvey, Nichole, and Holmes, 2012) and 5 to 9 experts (Ven & Delbeco, 1971)

For identification purposes during the Modified Nominal Group Techniques workshop, each expert is assigned a unique identification code that begins with the prefix “DE”, referring to “Design Expert.” The experts are labeled as DE1, DE2, DE3, to DE9. Full details of the appointed panel of experts are presented in Table 1.

Tab.1.Panel of Experts’ Detail

Research Instrument

The instrument used in the design phase of this study was a set of Nominal Group Technique questionnaire forms. This instrument was developed following a workshop session on Modified Nominal Group Techniques which involved a consensus-building process among a panel of experts. This questionnaire uses a seven-point Likert scale to measure the level of acceptance of the proposed components and key elements.

Table 2 presents the interpretation of the Likert scale used, which has been adapted from the study Abdul Muqsith Ahmad, (2018) dan Norhayati Yahaya (2020)  as a guide in the development of this instrument.

Tab.2. Likert Scale Interpretation Level

Data Analysis

The study data in the design phase were analyzed using a semi-quantitative method. Microsoft Excel software, specifically NGT Excel Template Version 1, is used to calculate the score value, determining the acceptance threshold ≥70% Deslandes (2010), and determine the assessment status for the NGT process. Figure 2 summarizes the data analysis procedures used in the implementation of the NGT.

Fig. 2. Nominal Group Technique Data Analysis

RESEARCH FINDING

The design phase aims to identify the key components and elements needed in the development of the digitalization of MobSENI teaching and learning pedagogy for Visual Arts Education in primary schools. This phase answers the question of the study on how to design the digitalization of MobSENI teaching and learning pedagogy for Visual Arts Education by identifying its key components and elements based on consensus among the expert panels. Expert consensus analysis has identified eight key components that are core to MobSENI’s design, namely hardware, platforms, teaching and learning objectives, content, activities, assessments, user interface, and multimedia interactions. Of the proposed elements, a total of 66 elements were accepted, 3 elements were rejected, and 16 new elements were recommended by a panel of experts.

Findings for Component 1: Hardware Selection Based on Modified NGT Method and Expert Panel recommendations

Tab.3.Component 1 – Hardware Selection

Table 3 presents the results of the main components related to hardware selection based on the consensus and suggestions of the panel experts. The researcher initially proposed ten elements for hardware selection. Of these, nine elements were consensually accepted by the panel experts, achieving an approval rate exceeding 70%, which indicates readiness to integrate technological tools in the learning process. However, one element, namely the wearable technology (smartwatch), received only 68.3% approval and was therefore rejected by the Modified NGT panel experts. According to the predetermined criteria, an element is accepted only if the expert approval rate is equal to or exceeds 70%; otherwise, it is rejected.

Findings for Component 2: Platform Selection Based on Modified NGT Method

Tab.4.  Component 2-Selection of Platforms

Table 4 presents the results regarding the main components of platform selection, based on the consensus and recommendations of the panel experts. This section introduces new main components, with four specific elements related to platform selection included according to expert consensus. All proposed elements for platform selection were unanimously accepted by the panel, each achieving an approval rate exceeding 70%. This aligns with the predetermined criterion that an element is accepted if the expert panel’s approval rating is equal to or greater than 70%, and rejected if it falls below this threshold. Additionally, the expert panel provided suggestions to improve the paragraph structure for the elements proposed by the researcher.

Findings for Component 3: Teaching and Learning Objectives Based on the Modified NGT Method

Tab.5. Findings of Component 3-Objectives of Teaching and Learning

Table 5 presents the findings for the main components of the teaching and learning (T&L) objectives based on the consensus and suggestions of the panel experts. The researcher initially proposed four elements related to the T&L objectives. The panel experts accepted three of these elements and additionally suggested three new elements, resulting in a total of six accepted elements that provide clear information to students regarding the T&L objectives. All accepted elements achieved an expert consensus percentage exceeding 70%. However, one element, “clear teaching objectives,” received only 63.5% approval and was therefore rejected by the Modified NGT panel experts. According to the predetermined criteria, an element is accepted only if the expert approval rate is equal to or exceeds 70%; otherwise, it is rejected. Furthermore, the panel experts also provided corrections to the sentence structures of the elements originally proposed by the researcher.

Findings for Component 4: Teaching and Learning Content Based on the Modified NGT Method

Tab.6. Findings of Component 4-Content of Teaching and Learning

Table 6 presents the findings for the main components of the teaching and learning content based on the consensus and suggestions of the panel experts. The researcher initially proposed ten elements related to teaching and learning content. The panel experts accepted nine of these elements and suggested an additional four new elements, resulting in a total of thirteen accepted elements, each achieving an expert consensus percentage exceeding 70%. However, one element—specifically, the content element stating that the material helps to understand the learning objectives—received only 14.3% approval and was therefore rejected by the Modified NGT panel experts. According to the predetermined criteria, an element is accepted only if the expert approval rate equals or exceeds 70%; otherwise, it is rejected. Additionally, the panel experts provided corrections to the sentence structures of the elements originally proposed by the researcher.

Findings for Component 5: Teaching and Learning Activities Based on the Modified NGT Method

Tab. 7. Findings of Component 5- Teaching and Learning Activities

Table 7 presents the findings for the main components of teaching and learning activities based on the consensus and suggestions of the panel experts. The researcher initially proposed seven elements related to teaching and learning activities. The panel experts accepted all seven elements and additionally suggested three new elements, resulting in a total of ten accepted elements. Each accepted element achieved a consensus percentage exceeding 70%. According to the predetermined criteria, an element is accepted if the expert panel’s approval rate is equal to or exceeds 70%; otherwise, it is rejected. Furthermore, the panel experts provided corrections to the sentence structures of the elements originally proposed by the researcher.

Findings for Component 6: Assessment of Teaching and Learning Based on NGT Modified Method

Tab.8. Findings for Component 6- Assessment of Teaching and Learning

Table 8 presents the findings for the main component of teaching and learning assessment based on the consensus and suggestions of the panel experts. The researcher proposed six elements related to teaching and learning assessment. All six elements were accepted by the expert panel, each achieving a consensus percentage exceeding 70%. According to the predetermined criteria, an element is accepted if the panel expert approval rate equals or exceeds 70%; otherwise, it is rejected. Additionally, the panel experts provided corrections to the sentence structures of the elements originally proposed by the researcher.

Findings for Component 7 : Interface Design Based on Modified NGT Method

Tab.9. Component Findings 7- Interface Design

Table 9 presents the findings for the main components of interface design based on the consensus and suggestions of the panel experts. The researcher initially proposed seven elements related to interface design. The panel experts accepted all seven proposed elements and further suggested two additional elements, resulting in a total of nine accepted elements. Each accepted element achieved a consensus percentage exceeding 70%. According to the predetermined criteria, an element is accepted if the panel experts’ approval rate equals or exceeds 70%; otherwise, it is rejected. Moreover, the panel experts provided corrections to the sentence structures of the elements originally proposed by the researcher.

Findings for Component 8 : Design of Interaction Multimedia Based on Modified NGT Method

Tab.10. Component 8- Interaction Multimedia Design

Table 10 presents the results for the main component of multimedia interaction design based on the consensus and suggestions of the panel experts. The researcher proposed nine elements related to multimedia interaction design. The panel experts accepted all nine proposed elements, each achieving a consensus percentage exceeding 70%. According to the predetermined criteria, an element is accepted if the panel experts’ approval rate equals or exceeds 70%; otherwise, it is rejected. Additionally, the panel experts provided corrections to the sentence structures of the elements originally proposed by the researcher.

DISCUSSION AND IMPLICATION

Overall, the findings of this study highlight the urgent need to develop digital pedagogical approaches such as MobSENI that not only support curriculum implementation, but also enrich interactive and multisensory-based learning experiences. The results of the study also confirm that the development of MobSENI has gone through a careful and systematic verification process involving field experts, thus positioning it as a strong teaching design framework with high potential to be applied in a real classroom environment.

MobSENI makes a significant contribution to the strengthening of the theoretical framework of Digital Constructivism in the context of Visual Arts Education. The platform integrates the basic principles of active learning with multimedia design elements as well as emerging digital technologies. The study also provides practical guidance to educators in designing more targeted and effective digital teaching and learning experiences. Teachers can refer to the MobSENI framework as a support structure in the development of digital teaching materials, particularly in contexts that are limited in terms of training or access to quality digital materials.

Additionally, the study highlights the urgent need for a Digital Education Policy (KPM, 2023) a more comprehensive country. These requirements include digital competency training for teachers of non-core subjects such as Visual Arts Education, the development of interactive modules at the national level, as well as the integration of MobSENI in the implementation of the Digital Education Policy by the Ministry of Education Malaysia. The digital design of MobSENI developed through this study has major implications for the country’s education policy as well as the regional digitalization agenda more broadly.

At the national level, MobSENI directly supports the implementation of the Digital Education Policy (2021) by the Ministry of Education Malaysia which emphasizes the integration of technology across pedagogical practices including in subjects that are often marginalized from the current of digital transformation such as Visual Arts Education. MobSENI’s modular and interactive design not only enriches students’ learning experiences, but also empowers teachers to implement more creative and student-centered teaching, in line with 21st century learning aspirations.

From the point of view of education policy, MobSENI is in line with the country’s key education initiatives such as the Malaysian Education Development Plan (PPPM 2013–2025), specifically the Seventh Wave which emphasizes the use of technology to improve the quality of learning (Kementeriaan Pelajaran Malaysia, 2013) . Platform ini turut melengkapi Pelan Strategik Transformasi Pendidikan Guru (2021–2030) yang menegaskan bahawa akses kepada bahan digital dan sokongan pedagogi bagi guru merupakan keperluan asas dan bukan lagi pilihan (Ministry of Education Malaysia, 2024). MobSENI juga mendukung aspirasi Dasar Revolusi Industri 4.0 dalam Pendidikan melalui integrasi teknologi realiti maya, realiti terimbuh, serta aplikasi multimedia interaktif.

More importantly, MobSENI shows high potential to be adapted and adopted in ASEAN countries that face similar challenges such as the lack of digital teaching aids in art subjects, the unbalanced mastery of digital pedagogy among educators, as well as the continued reliance on traditional teaching methods. By adapting the content according to the needs of the local curriculum, MobSENI has the potential to serve as a regional edutech platform that supports the objectives of the ASEAN Digital Master Plan 2025 and is in line with UNESCO’s vision of promoting creative learning as well as digital culture.

CONCLUSION

The study titled ” Design of Pedagogical Digitization Mobseni for Teaching and Learning of  Visual Art Education In Primary Schools: Application of The Nominal Group Technique” aims to digitize MobSENI pedagogy in Visual Arts Education subjects at the primary school level by defining key components and elements based on the consensus of an expert panel. This approach emphasizes the critical importance of integrating technology to enrich the learning experience of Visual Arts Education in line with the demands of the current digital age. The digitalization of MobSENI’s pedagogy aims to provide access to interactive and fun learning resources, thus increasing students’ interest in these subjects. In this context, MobSENI plays an important role in supporting the goal of integrating technology in the teaching and learning of Visual Arts Education at the primary school level.

Previous studies have shown that the use of technology can improve the quality of the teaching and learning process, especially in attracting students’ interest and increasing their involvement. Technological advancements such as MobSENI allow for a more flexible, innovative and student-centered approach to teaching. MobSENI is seen as a tool that can foster experiential learning, which in turn helps students build their art skills more effectively.

The methodological approach used in this study is the Modified Nominal Group Technique (MNGT), a method that facilitates consensus formation among experts from related fields through structured MNGT workshops. This approach ensures that the key components and elements incorporated in MobSENI are relevant and effective to improve the quality of application content. An appointed panel of experts plays an important role in determining the optimal components and elements by mutual consensus. This MNGT method provides a comprehensive framework in designing MobSENI to meet the teaching and learning needs of Visual Arts Education in primary schools. The study instrument used was the NGT questionnaire form which played a role in assessing the level of acceptance or rejection of the proposed components and key elements.

The findings of the study show that MobSENI has great potential in improving the quality of teaching and learning of Visual Arts Education. MobSENI content is designed based on the consensus of recognized field experts. The study successfully identified eight key components and 66 elements that have the potential to have a positive impact on pupils, especially in terms of increased interest and engagement. These components and elements have been formulated to support the development of a more interactive and comprehensive pedagogical framework. This study also answers the research question by providing content that not only engages students, but also helps them build artistic skills effectively.

However, the implementation of MobSENI also faces several challenges, among which is the lack of training for teachers. Therefore, improvement measures such as providing adequate training to teachers and increased technical support are urgently needed.

While MobSENI offers great potential, its implementation is not immune to obstacles. Among the main challenges is the reluctance of some teachers to use technology effectively in the classroom, which stems from a lack of training and support in technology-based pedagogy. Therefore, the active involvement of various stakeholders including the Ministry of Education and educational institutions is important to ensure the successful implementation of this application. Collaborative efforts are also needed to facilitate the comprehensive integration of MobSENI, including the provision of adequate technological infrastructure, the development of comprehensive teacher training modules, as well as the implementation of user mentoring programmers. With initiatives like this, MobSENI has the potential to significantly increase the effectiveness of the teaching and learning process in primary school Visual Arts Education.

This study also suggests that further research be carried out to assess the long-term effects of the use of MobSENI as well as explore its potential to be integrated with other educational technologies. For example, these apps can be enhanced by combining virtual reality and augmented reality technologies to offer students a more immersive and interactive learning experience. In the development and usability evaluation phase, it is recommended that the MobSENI prototype be developed based on the current design and tested in a real classroom environment.

In addition, a quasi-experimental study should be conducted to assess the effectiveness of MobSENI on students’ achievement, learning motivation, as well as the development of artistic skills and creativity. Further research can also examine the cost-effectiveness of these applications as well as the level of acceptance among pupils and teachers. In addition, exploration of the integration of advanced technologies such as artificial intelligence, virtual reality, and augmented reality can continue to enrich digital learning experiences. Finally, qualitative research that focuses on teacher acceptance, implementation challenges, as well as the level of preparedness of school policies and infrastructure is essential to ensure the sustainable and large-scale implementation of MobSENI.

ACKNOWLEDGEMENT

Appreciation and thanks are extended to the nine expert panel members involved as respondents in this study for their contribution of ideas and expertise which is invaluable in ensuring the success of this research. Thanks, are also addressed to the supervisor for the guidance and support provided throughout the preparation of this article. Finally, a huge thank you goes out to all the individuals involved, either directly or indirectly, in ensuring the successful implementation of this study.

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