NURUL ASHIKIN IZHAR
@education.usm.my
Lecturer, School of Educational Studies
Universiti Sains Malaysia
Dr Nurul Ashikin Izhar, PhD is a researcher with expertise in quantitative and qualitative research methods. With years of experience in the field, she has developed a strong skillset in research design, data collection, analysis, and reporting.
She has worked on various research projects, including market research, user research, and academic research, integrating both quantitative and qualitative approaches to provide comprehensive insights. Additionally, she is a certified UX researcher, which enables the combination of research skills with an understanding of user behavior. This certification has allowed her to conduct user interviews, usability testing, and surveys to identify user needs, pain points, and opportunities for improvement.
She has published several papers in academic journals and has presented research findings at various conferences and events. Her passion for studying human behavior and using research insights to inform business decisions and improve user experien
EDUCATION
B.Sc (hons) Plant Biology, Universiti Sains Malaysia, Malaysia
M.Ed Biology Education, Universiti Pendidikan Sultan Idris, Malaysia
PhD Educational Technology, Universiti Sains Malaysia, Malaysia
RESEARCH, TEACHING, or OTHER INTERESTS
Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
N. Yusof, A. Haraguchi, N. A. Izhar, and A. Kamari
AIP Publishing
Nurul Ashikin Izhar, Nor Asniza Ishak, and Siti Mastura Baharudin
Society for Research and Knowledge Management
The concept of 21st century learning aims to prepare people to live and work in a more advanced environment. Hence, the objective of this paper is to explore the extent of publications on the topic of 21st century learning and COVID-19 in the Scopus database. Keywords used for analysis were TITLE-ABS-KEY-((‘21stcentury*’) AND (education* OR learning*) AND (covid*)) with the analysis based on (i) document and source types, (ii) citation trend, (iii) topic of discussion, and (iv) regional distribution. Four steps of research protocol were adopted: (i) topic, scope and eligibility, (ii) identification, (iii) screening. A total of 105 documents were then used for further analysis. ‘Article’ and ‘Journal’ under the ‘Document’ and ‘Resources’ Type registered the most citations and were assumed to be of most interest, while the Citation Trend showed an increasing number of citations of these publications. E-learning was the most frequently discussed topic, and the United States was the region most actively conducting research in this area. The high number of annual citations suggests that this area is a promising one for research. Although the most frequently referenced publications were about students' development of 21st century skills, there is still a gap in the field for educators. Further research would speed up the development of the educators’ skills and promote the use of 21st century skills.
Rozniza Zaharudin, Nurul Ashikin Izhar, and Deekha Lai Hwa
Society for Research and Knowledge Management
Augmented and alternative communication (AAC) mobile apps are increasingly being used to support students with learning disabilities in developing their communication and daily skills. Mobile AAC apps offer portability, user-friendliness and customisation that enables students with learning disabilities to communicate by using symbols, pictures and words for clear expression. This study investigated the experiences of two teachers with AAC mobile apps in promoting daily skills among students with learning disabilities. Semi-structured interviews were conducted with the teachers, exploring their perspectives on the effectiveness of specific AAC mobile app features. The interview questions were adapted from the Mobile Application Rating Scale (MARs). The findings revealed that AAC mobile apps featuring these features were particularly effective in assisting students with learning disabilities in developing their daily skills. The teachers highlighted the benefits of AAC mobile apps in enhancing communication, promoting independence and facilitating the acquisition of essential daily skills. This study contributes valuable insights into the practical application of AAC mobile apps in educational settings and emphasise the significance of customisable features to cater for the individual needs of students with learning disabilities. Additionally, the study highlights the need for further research to explore the long-term impact of AAC mobile apps on the communication and daily skills development of students with learning disabilities. The findings of this study have the potential to inform the development and implementation of innovative AAC mobile app-based interventions for students with learning disabilities to help these students to achieve their full potential and become independent.