Advances in technology have revolutionized student recruitment strategies employed by educational institutions. These innovations led to the adoption of virtual campus tours to provide prospective students with an immersive expedition into the school facilities replicated in a digital environment. However, the existing virtual tour technologies pose challenges, including cybersickness in virtual reality and limited interactivity in 360-degree videos. In this study, we fill these research gaps by developing a playable and interactive campus virtual tour where potential enrollees can visit and tour the campuses remotely. In addition to a series of beta tests with enrolled students, we recruited students specializing in game development and their associates to evaluate the application using an extended Technology Acceptance Model (TAM) framework. In this evaluation, we found that the application was well-received by prospective students and was regarded as useful in delivering an immersive campus visit experience. From the TAM perspective, it was evident that there was a significant difference in how enrolled and potential students assess the application in terms of perceived usefulness and behavioral intention. The positive acceptance of the application led to the recommendation of playable campus virtual tours as a tool for improving student recruitment strategies.

Teachers have tried to teach their students by introducing text books along with verbal instructions in traditional education system. However, teaching and learning methods could be changed for developing Information and Communication Technology (ICT). It's time to adapt students with interactive learning system so that they can improve their learning, catching, and memorizing capabilities. We developed an educational resource material (animated film in Tahderiyyah Literacy App) for students of pre-school level using different Muslim practices content. The objective of this paper is to examine the impact of student's abilities to acquire new knowledge or skills through educational resource materials and blended learning that is integration of material with teacher's instructions. We visited a primary school in Manila City, Philippines for this study and conducted evaluation in different sessions with the same groups of students (i) the first session was with only educational resource material and assessment was done with 10 questionnaires, (ii) the second session was with the animated film combined with teacher's instructions and assessed with the same questionnaires. This integration of animated film with verbal instructions is a blended approach of learning. The approach greatly promoted student's ability of acquisition of knowledge and skills. Students response and perception were very positive towards the blended technique than the other methods. This resource may be appropriate method to be part of blending leaning system especially for school children.

Crafting a good digital experience for children can be difficult; game designers have to consider children's cognitive and motor skill limitations, understand their target audience, create something entertaining and educational at the same time. This should also comply with national and international jurisdiction, and time appeal to parents as well. In this paper the researchers used of an educational game called Tahderiyyah Literacy App (TLA) with standard general framework which designers and developers created for children ages four to six years old. This platform has been the testing ground for the edutainment game in the field of user experience. The purpose of the paper is to observe the interactions, experience and adaptation of kindergarten pupil (learners) on a particular on the TLA based on game's user experience. TLA was design using their mother tongue which can be played on mobile devices. Focusing only to learners from Muslim Community. While the term User Experience encompasses both physical and digital experiences, the main focus for the framework is purely for digital services wherein only touch based devices are evaluated in greater detail. On the assessment process, students were observed and interviewed about the game and what they learned about numbers and letters from game they played. This process was done to help the kindergarten answers their questionnaires. Every learner that act as respondents were guided to answer the answer the questionnaires given to them. Results of using TLA to analyze an HCI factors in learning environment are described in the later part of this paper. Implications for using TLA as a design for pedagogical tool are also discussed.