ARTe: Art & Expression

Presents

ART + COMMUNITY

SERIES I

Volume 3
Published: September 2022

Published by:
©UiTM Perak Press

eISSN 2805-5071

i
 © Unit Penerbitan UiTM Perak, 2022

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photocopying, recording or otherwise; without permission on writing from the director
of Unit Penerbitan UiTM Perak, Universiti Teknologi MARA, Perak Branch, 32610 Seri
Iskandar Perak, Malaysia.

Perpustakaan Negara Malaysia Cataloguing in Publication Data

No eISSN: 2805-5071

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Aznan Bin Omar (Dr.)2

ii
 INTRODUCTION
ARTe: Art and Expression is a biannual book chapter, published under collaboration of Department of Fine Arts, Faculty of
Art & Design, UiTM Perak Branch with Galeri Al-Biruni under the supervision of Universiti Teknologi MARA, Malaysia. ‘ARTe’ is
an amalgamation of english word ‘Art’, and malay word, specifically Perak slang ‘Ate’ which translate as conversation starter.
‘ARTe’ uses the concept of book chapter that platform art enthusiasts to express their inner-creativity in the form of literacy
conjecture

VISION
Art and expression as aspiration towards stylistic and artistic practices

MISSION
• To enhance the culture of research and academic publication among academician and artist for international recognition
• To promote intellectual, cultural and knowledge sharing through artistic expression
• To celebrate the diversity and differences in arts practices thus creating and intellectual platform for artist to express
their interest in art

PUBLICATION FREQUENCY
Biannual Frequency: Two (2) books per year (March and September)

e-ISSN No.
2805-5071

COPYRIGHT NOTICE
Copyright © 2022 ARTe: Art and Expression. All rights reserved.
No portion of this book may be reproduced in any form without permission from the
Publisher, except as permitted by the publisher themselves. For permission purpose contact:
arte@uitm.edu.my

© The Editor(s) (if applicable) and The Author(s) 2022

This book is an open access publication

Open Access: this book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://cre-
ativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or
format, as long as appropriate credit is given to the original author(s) and the source, provide a link to the Creative Commons
licence and indicate if changes were made.

DISCLAIMER
The authors, editors, and publisher will not accept any legal responsibility for any errors or exclusions that may have been
made in this publication. The publisher makes no warranty, express or implied, with respect to the material contained herein.

iii
 C
Contents

EDITORIAL BOARD V
26
PREFACE VI chapter
AUTHORS VIII five
TPSACK FRAMEWORK DEVELOPMENT IN
MEASURING THE
TECHNOLOGICAL, PEDAGOGICAL, SKILLS, AND
CONTENT KNOWLEDGE OF THE ART AND DESIGN
EDUCATION STUDENTS

1 34
chapter chapter
ONE six
ENTOMOLOGICAL ART : COVID19 A PARADIGM SHIFT IN NATIONAL
ENGAGING SCIENCE AND COMMUNITY SECURITY:
AN OVERVIEW OF MALAYSIAN SECURITIZATION
AND RESPONSE

6 41
chapter chapter
two seven
DRAWING CHAIR CONFORMATIONS “SHALL WE DANCE?”
IN LEARNING PHARMACEUTICAL THE ART OF AEROBIC DANCE ON IMPROVING
CHEMISTRY HEALTH-RELATED FITNESS AMONG OVERWEIGHT
FEMALES

11 47
chapter chapter
three eight
MICROBIAL ART: THE ART OF NONVERBAL
AN INTEGRATION OF ART AND COMMUNICATION: EMOJI
MICROORGANISMS

17
chapter
BIBLIOGRAPHY 52
four
MOBILE APPLICATION AS TEACHING AND
LEARNING TOOL
TO MUTE AND DEAF STUDENTS

iv
 E
Editorial Board
PATRON OF HONOR
Professor Sr Dr Md Yusof Hamid AMP
(Rector, Universiti Teknologi MARA, Perak Branch, Malaysia)

ADVISOR
Dr Zainudin Md Nor
(Head of the Faculty, Universiti Teknologi MARA, Perak Branch, Malaysia)

CHAIRMAN
Dr Aznan Omar1
(Curator, Al-Biruni Galeri, Universiti Teknologi MARA, Perak Branch, Malaysia)
Dr Hamidi Hadi2
(Program Coordinator, Department of Fine Art, Universiti Teknologi MARA, Perak Branch, Malaysia)

CHIEF EDITORS
Dr Syed Alwi Syed Abu Bakar1
(Department of Fine Art, Universiti Teknologi MARA, Perak Branch, Malaysia)
Dr Aznan Omar2
(Curator, Al-Biruni Galeri, Universiti Teknologi MARA, Perak Branch, Malaysia)

EDITORS
Dr Hamidi Hadi
Pn Noor A’yunni Muhamad
Pn Siti Humaini Said Ahmad @ Syed Ahmad
En Noor Enfendi Desa
Dr Azian Tahir
En Mahizan Hijaz Mohammad
Pn Nur Adibah Nadiah Mohd Aripin
En Muhammad Salehuddin Zakaria
Pn Hairulnisak Merman
En Anwar Fikri Abdullah
En Nur Muhammad Amin Hashim Amir

SECRETARY CHIEF OF DOCUMENTATION

Pn Noor A’yunni Muhamad1 Pn Nur Adibah Nadiah Mohd Aripin
(Universiti Teknologi MARA, Perak Branch, Malaysia) (Universiti Teknologi MARA, Perak Branch, Malaysia)
Pn Siti Humaini Said Ahmad @ Syed Ahmad2 LEAD PROMOTER
(Universiti Teknologi MARA, Perak Branch, Malaysia) En Muhammad Salehuddin Zakaria
(Universiti Teknologi MARA, Perak Branch, Malaysia)
TREASURER
En Noor Enfendi Desa CHIEF OF TECHNICAL
(Universiti Teknologi MARA, Perak Branch, Malaysia) Pn Hairulnisak Merman1
(Universiti Teknologi MARA, Perak Branch, Malaysia)
CHIEF PANEL REVIEW
Dr Azian Tahir En Anwar Fikri Abdullah2
(Universiti Teknologi MARA, Perak Branch, Malaysia) (Universiti Teknologi MARA, Perak Branch, Malaysia)
CHIEF TRANSLATOR LEAD DESIGNER
En Mahizan Hijaz Mohammad En Nur Muhammad Amin Hashim Amir
(Universiti Teknologi MARA, Perak Branch, Malaysia) (Universiti Teknologi MARA, Perak Branch, Malaysia)

COMMITTEE MEMBER
Cik Afina Zalifah Zat Azeni
(Universiti Teknologi MARA, Perak Branch, Malaysia)

v
 P
Preface

ART + COMMUNITY

Art and community are two different words however when combined, both are inter re-
lated thus creating a unity in life, both party complementing each other. In conducting
art activities, the community play an important role for it portrays the society needs and
point of view on necessities and public interest. If both party does not blend together or
portray disinterest among each other, the objective of an activity will not be succed. We
have move along since Modernism and art is not just for art sake, now is the time for
art to contributes towards the society. Support and the acceptance from community will
develope an art related activity as an effective agent of transformation that will generate
towards a better society. This will enhance knowledge and culture sharing among society
and finally develope individual developement towards better attitude in a community.

Creating an art awareness environment is important when an art activity, could function
and unite the society through localility and practice the language that could easily be un-
derstood by the community hence appreciate it. Art and community could be the process
of generating society about togetherness by being the main instrument of creating a well
balance society. In fact it generates and unite without prejudice of race nor religion. The
outcome will benefit through the formation of respected and well mannered society.

The editors have decided to divide the ARTe publication into three sections under the
main theme of Art and Community, it will be volumed and published differently:

i) Art and Community : Science

ii) Art and Community : Education.
iii) Art and Community : Social Humanity.

In Art and Community: Science, there are eight edited manuscript. Priority is given to
writings that meet the criteria that covers the aspect of science in art and community.
There is also writing that elaborates on pure science but some how manage to cross study

vi
the relation of science through application of media in art. For centuries, innovation has
developed by scientist and artist. Inventors such as Leornado Da Vinci, Samuel Morse,
Johann Wolfgang Von Goethe were among the talented scientist-artist that have conduct-
ed research that discovered the wonders of the universe yet still practiced their artistic
approach in their practices. However in Malaysia, art works that were produced by scien-
tific research has not reach manstream level. Trans dicipline of art and science are highly
potential in exploring the unique relation and its advantages in problem solving that could
benefit in uplifting the quality of life in a society.

Board of Editors
ARTe: Art and Expression
Universiti Teknologi MARA, Perak Branch, Malaysia
arte@uitm.edu.my

vii
 A
Authors

MAIN AUTHORS
Z u l fa d hl i Ma hf o d z
zulfa2015@uitm.edu.my

I b ti s a m A bd ul Wa ha b
ibtisam@uitm.edu.my

s ur aya s ul a ima n
suraya.sulaiman@uitm.edu.my

mat r e d hua n s a ms ud in
redhuansamsudin@uitm.edu.my

R o s l a il i A nua r
rosla206@uitm.edu.my

nur a in YA aco b
nurainyaacob@uitm.edu.my

Pat r icia Pawa Pit il

patriciapawa@uitm.edu.my

E f ina Ha mda n
efina@uitm.edu.my

CO-AUTHORS
Zaidatul Shakil a Mohamad Ashari
Wan Nordini Hasnor Wan Ismail
Mohd Izani Othman
Mohd Nadzri Mohd Najib
Rushana Sul aiman
Muhammad A zhar Abdull ah
Wan Zamani Wan Zakaria
Nik Nor A zidah Nik A ziz
Harozil a Ramli
Tajul Shuhaizam Said
M uhammad Izmer Yusof
Suzei Mat Nurudin
Dr . Zarina Mohd Zain
Nuramira Akmal Mustapa
Dorathy Baja
Afi qah Mior Kamarulbaid
Nur Alyani Mohd Shukri
Noryusnita Ramli
Siti Nur Fadzil ah Abdull ah viii
chapter ONE
ENTOMOLOGICAL ART : ENGAGING SCIENCE AND COMMUNITY

|1
 Entomological Art
Engaging Science and Community
Zulfadhli Mahfodz & Zaidatul Shakila Mohamad Ashari
Faculty of Applied Sciences, UiTM
Introduction
Entomology is a branch of science that specifi-
cally dealing with insects. Insects are dominant
group of animals on Earth today among other
terrestrial animals. They are well adapted to any
kind of habitat and thus can be found everywhere
(Triplehorn & Johnson, 2005). Insects and hu-
mans have had a long-standing and close relation-
ship. Some people see insects as nuisance, rather
than as beneficial creatures and serve many eco-
system services. We will continue to rely on and
be inspired by insects because of their diversity,
abundance, ecological benefits, and cultural links
(Leather, 2015; Duffus et al., 2021).
Everyone is familiar with insects, and insect im-
agery generates a wide spectrum of emotional re-
actions, whether you like it or not, it depends on
your past experiences (Klein & Brosius, 2022).
It is not easy to quantify the insect roles, but it
can be looked in various perspectives. Therefore,
in this short review, we want to examine the im-
portance of insects by focusing on their existence
potential and influential in engaging science and
community.
Entomological Art & Science
Science and art share many similarities, either
directly or indirectly. Many scientists and artists
worked together to share their viewpoint of in-
sects both scientifically and aesthetically. A few
centuries ago, it was usual for an artist to be an
expert of insects as well (Dicke, 2004). A grow-
ing number of people are using their artistic tal-
ents to help spread the word about issues relating
to environmental health. The capacity of art to
arouse feelings while fostering conversation may
be a potent instrument for conveying the signif-
icance of insects and other fauna, for example,
a chapter by
Perak Branch, Tapah Campus, 35400 Tapah Road, Perak
by understanding their impact to the environment
(Klein & Brosius, 2022).
Human Invention and Innovation
It is not surprising that insects can provide engi-
neers and architects with ideas for new designs,
particularly in the context of the current sustain-
ability movement. Engineers are particularly
interested in social insects in this field of bio-
mimetics because they have figured out the fun-
damental functional problems involved with so-
ciality during evolution (Holbrook et al., 2010).
Other than that, honeycomb structures that are
characterized by their lightweight and porous
structures able to maximise space in an ener-
gy-efficient and have been progressively incor-
porated into human-made designs (Zhang et al.,
2015). The technology of micro-drones and air-
less tyres has been inspired by dragonflies and
bees (Leather,2015). Six-legged robots with elec-
tronic command systems have been created using
insect nervous systems as models (Tüzün, et al.,
2015).
To enhance the sound of the xylophone, some
people boil crickets in water infused with certain
roots, which is then used to wash the instrument
(van Huis, 2022). Others, use insects as bait for
fishing and to catch birds (van Huis, 2022). Fly
fishing lures have been modelled after insects,
and many angling activities coincide with the an-
nual appearance of mayflies or stoneflies. Thus,
insects have influenced, directly or indirectly,
and inspired the invention of fly fishing (Suter &
Cormier, 2015).
Entomological Art : Engaging Science And Community
ARTe: Art & Expression, September 2022 |2
CHAPTER 1
Entomophagy and Traditional Medicine
According to Ramos-Elorduy (1997), entomoph-
agy is a tradition that is learnt and passed down
from one generation to the next, making it a sig-
nificant part of cultural legacy that has influenced
the formation of belief systems. Particularly in
terms of culinary traditions, this effect is notice-
able. Around the world, at least 1681 species of
insects from 14 different orders are consumed
in 102 different nations (Ramos-Elorduy, 2005;
Leather, 2015).
Insects are consumed as a delicacy, nutritious
food, snack, and seasoning by people, partic-
ularly in rural areas (Chung et al., 2002). For
instance, in sub-Saharan Africa; grasshoppers,
locust, and crickets are commonly available, af-
fordable, cheap, and delicious source of protein.
Few methods in preparing the insects including
barbecued, sun-dried, fried, and boiled before be-
ing eaten with a variety of dishes.
Various insects are consumed not only for the nu-
tritional purposes but also to cure diseases like
diabetes, jaundice, high blood pressure and stom-
ach diseases. Edible insects are high in calcium,
iron, phosphate, protein, vitamins, minerals and
amino acids (Chung et al., 2002; Tüzün, et al.,
2015; Leather, 2015; van Huis, 2022; Borges, et
al., 2022).
Entomological Art & Community Influence
Most artists produced insect art in various themes.
Among the themes are habitat destruction or cli-
mate change, pollution, human population, de-
cline of pollinators, invasive species, insects as
a food source, insects and religion, insects in na-
tive cultures and the impact of insects on history
(Dicke, 2000; Klein and Brosius, 2022). Due to
the beauty of their forms and colours, insects are
frequently utilised as symbols for the transience
of life and transcendence of the soul (Dicke,
2004). Following are few other aspects that we
want to discuss further.
Painting, Sculpture and Design
Artists have portrayed insects in two-di-
mensional and three-dimensional works since the
13th century. Classical paintings, sketches, arte-
facts, and etchings are example of two-dimen-
sional works that make up most of the art works
(Leather, 2015; Klein & Brosius, 2022). Howev-
er, some artists used insects to create sculptures;
carved in stone or represented in other three-di-
mensional works, either dead or alive. An etch-
ing of a cave cricket from 30,000 years ago is
thought to be the earliest example of insects in art
(Duffus et al., 2021).
Jan Fabre, the Belgian artist has fascinated with
the colour of elytra of buprestid beetles and has
employed this beetle in many of his art works
(Dicke, 2004). In addition, numerous old coins,
and stamps from around the world also have in-
sect illustrations (Tüzün, et al., 2015). Some of
the accessories are designed and inspired by the
insects. For example, coleopteran-shaped ear-
rings and necklaces that date to the Palaeolithic
ages have been discovered. Due to aesthetical
values of insects, items like household furniture,
clothes, ornaments, and jewellery; have motifs
of insect (Tüzün, et al., 2015; Suter & Cormier,
2015).
In most cases, artists usually use a single insect
in their art works, while others use several insect
motifs (Dicke, 2004). Among insect orders that
mostly appeared in entomological art works are
Lepidoptera (eg : butterflies), Diptera (eg : flies),
Hymenoptera (eg : ants), Coleoptera (eg : bee-
tles) and Odonata (eg : dragonflies) (Dicke, 2004;
Klein & Brosius, 2022). These orders are chosen
probably because they are commonly found ev-
erywhere and form cohabitation with human.
Textiles and Cosmetics
Insects provide us with honey, beeswax, silk, and
other products of commercial value. The silk has
a commercial value of $200 million to $500 mil-
lion annually (Triplehorn & Johnson, 2005). Due
to silk’s distinctive lustre, cosiness, and warmth,
which make it a highly sought-after fabric, silk
production and trading began in China and even-
tually spread to Eurasia (Padaki et al., 2015). This
highly demand has resulted in cultural exchanges
while trading the silk (Li, 2020).
Entomological Art : Engaging Science And Community
ARTe: Art & Expression, September 2022 |3
Various bee products have been used as ingredi-
ents in cosmetics and for skin care. Among the
products are lipsticks, nail gloss, face powder, and
blushers (Tüzün, et al., 2015). The bee products
that are utilised in medicine and cosmetic manu-
facturing include honey, propolis, bee pollen, bee
bread, beeswax, and bee venom. Each bee prod-
uct differs from the others in terms of the active
ingredients it contains, making each one useful
for a specific skin treatment (Kurek-Górecka et
al., 2020).
Religion, Traditional Beliefs and Mythology
The connection between insect, for example but-
terfly, and the internal soul has established since
3000 BC Egypt. Butterflies were said to be the
philosophy of rebirth (Duffus et al., 2021). Flies
represented brevity, while dragonflies repre-
sented the soul and endless life in the Hereafter.
(Dicke, 2000). In traditional agricultural practic-
es in Nepal, farmers have spiritual festivals that
is done specifically to help control pest species
(Gurung, 2003). Among other common belief,
for example in Nepal, parents reinforce the tra-
ditional belief by telling their kids not to sleep in
the grass while they are supposed to be gathering
feed for cattle because the risk of having harm-
ful earwigs burrow into their ears, in which later,
could penetrating the brain (Gurung, 2003).
A locust plague is viewed as both a catastrophe
and a punishment by God. Whereas the arrival
of mole cricket indicates the impending death of
a family member or close relative and is consid-
ered a bad omen. It may also indicate that there
is no food in the house (van Huis, 2022). This
intricate relationship between people and insects
have shaped traditional beliefs and folklore with
cultural ceremonies and other traditional activi-
ties (Duffus et al., 2021).
Mass Media and Insect-inspired Metaphors
Insect morphology has influenced different types
of media, such as books, comics, novels, litera-
ture, photography, and films which have used in-
sects as both inspiration for heroes and/or antag-
onists in equal proportion. This idea is inspired
by the special skills that insects possess, such as
flight, stinging, secretion production, and meta-
morphosis (Tüzün, et al., 2015; Suter & Cormier,
2015; Duffus et al., 2021). For example, some
movies that are related to insects; The Swarm
(1978), The Fly (1986), Mosquito (1995), Infest-
ed (2002) and others (Leather, 2015).
Although metal and punk music play on emo-
tions of dread and disgust, they also make refer-
ences to insects for their beauty (like butterflies
and moths) and other good attributes (Coelho,
2000). Even sounds produced by bees, grasshop-
pers, cicadas, have been used as musical effects
(Tüzün, et al., 2015). Music has a weaker visual
impact than film, which may lessen the impact
of frightful pictures. Without the visual cues of-
fered by movies and other visual arts, this me-
dium enables the viewer to experience a range
of insect-inspired metaphors—both positive and
negative—in their own way (Leather, 2015; Duf-
fus et al., 2021).
Art Therapy
Even they are not the expert on insects, peo-
ple from all cultures have always enjoyed col-
lecting insect specimens especially butterflies,
which have aesthetic appeal to many of them
(Takada, 2013; Suter & Cormier, 2015; Duffus
et al., 2021). The problems associated to cli-
mate change and socioeconomic challenges can
be greatly improved by good urban design and
planning. Nowadays, the goal of urban planners
around the world is to replace the lack of parks,
gardens, and other green spaces in cities with na-
ture in a variety of methods (Lehmann, 2021).
Rewilding urban areas has emerged as an alterna-
tive approach to reintroduce butterflies and other
insects (Lehmann, 2021). Users of these urban
places report psychological advantages from in-
creased butterfly species diversity in urban green
spaces, including reduced stress, depression, and
anxiety. (Fuller et al., 2007; Cox et al., 2017).
Conclusion
Entomology and art are an ideal combination by
looking at various perspectives towards shaping
a community. The engagement between these
two elements is tighten by addressing the func-
tions of insects in many aspects as mentioned
above. Insects have a significant economic and
Entomological Art : Engaging Science And Community
ARTe: Art & Expression, September 2022 |4
CHAPTER 1
social impact on humanity (Leather, 2015). Our
experience influences the way we view insects.
A hate of insects might develop because of hav-
ing unpleasant experiences with them (Shipley
& Bixler, 2017), which in turn decreases interest
in learning about insects. Positive experiences,
however, can significantly lessen the perception
of risk posed by insects and foster good percep-
tion toward their significance value and contribu-
tions (Duffus et al., 2021). It is undeniable that
modernisation has caused changes in tradition,
culture, and upbringing of the local communities
(Chung et al., 2002). Therefore, it is important to
integrate science and art for sustainable develop-
ment of a community.
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chapter TWO
DRAWING CHAIR CONFORMATIONS IN LEARNING
PHARMACEUTICAL CHEMISTRY

|6
 D r awi ng C h a ir C o n f o rmatio n s
i n Le a r ni ng Ph armac e u tic al C h e mi stry
a chapter by

Ibtisam Abdul Wahab

Department of Pharmacology and Chemistry, Faculty of Pharmacy, Universiti Teknologi MARA (UiTM),
Selangor Branch,Puncak Alam Campus, 42300 Bandar Puncak Alam, Selangor Darul Ehsan, Malaysia

Abstract Introduction

A series of six-hour lectures in
introducing organic chemistry to pharmacy
learners were designed with practical hours on
how to draw chair conformations to represent
a three-dimensional representation of closed
carbon atoms ring or cyclic structures. The lesson
was provided during both face-to-face sessions,
and virtual classes when the pandemic semester
begun. The students were taught to draw the
two-dimensional views of the molecule during
their foundation study, prior to the pharmacy
undergraduate program. However, when it comes
to three-dimensional illustrations, the students
should be able to imagine the upper and lower
part of a cyclohexane plane, as they would sit on
a chair. Such imaginations are important since the
carbon atoms are not positionally equivalent. For
the purpose of teaching and learning, two students’
batches were invited to submit their drawings.
Majority of them showed their efforts, as part of
the lecture participation. It was found that most
corrections would involve the imaginary parallel
axis, to draw both equatorial and axial bonding
of the cyclohexane, a six-membered hydrocarbon
structure. In summary, this drawing exercise
could serve the knowledge of the molecular
conformations, as they would later observe in
chemical structures having higher atomic weight,
such as the pharmaceutically important steroidal
molecules, with fused five- and six-membered
rings.
Keywords: chair, chemical, drawing, molecule,
pharmacy
Science stream students were taught to draw the
two-dimensional (2D) views of the molecules
during their foundation studies. The ability to
illustrate chemicals are important, to assess the
students on their knowledge of the bonding,
especially involving the organic compounds or
the hydrocarbons. The fact that carbon atoms
can only hold four single bonds, would guide the
students on how to ensure the natural stability of
the atomic mixtures. Furthermore, carbon atoms
can be linked in straight, branched and ring forms
to build various compounds, with medicinally
important properties, as manifested in drug
molecules, such as the steroids (Sarker et al.
2007; Barlow, 2014). Once the students enrol into
the pharmacy program, they are taught to draw
both two- and three-dimensional (3D) structures.
However, when it comes to 3D illustrations, the
students should be able to imagine the upper and
lower part of a plane, as they would sit on a chair.
Such imaginations are important since the atoms
are not equivalent, in terms of their position,
in space. This is the case of learning cyclic
molecules, for example, the cyclohexane (Figure
1) and its derivatives (Dewick, 2006). This
saturated molecule has six carbon (C) atoms, each
of them has two hydrogens. It has a total of twelve
hydrogens (H), hence, the formular molecule is
C6H12 (Figure 1a). The bond line formula of this
molecule is shaped like a hexagon and a chair,
respectively in 2D and 3D. It would then, provide
two types of hydrogen atoms, either in axial or
equatorial positions. Therefore, there is a total
of six axial hydrogens; three axial hydrogens
are above and another three axial hydrogens are
pointing below (Gareth, 1996). In the meantime,
there are six equatorial hydrogens, directing
away from the chair (Figure 1b). A series of six-
hour lectures in introducing organic chemistry
Drawing Chair Conformations In Learning Pharmaceutical Chemistry
ARTe: Art & Expression, September 2022 |7
CHAPTER 2

axial hydrogens, in order to draw both axial and

equatorial hydrogen bonding of the cyclohexane
ring.

Figure 1: The structural drawing for cyclohexane in 2D

(a) as a flat hexagon, having six straight, equivalent sides
and six internal angles. There are six carbon (C) atoms
arranged in a closed ring, while the hydrogen (H) atoms
are linked above and below the hexagon. Meanwhile
in (b), cyclohexane is shown in a non-planar, 3D chair
conformation. Some C-C bonds are bold to show that they
are closer to the viewer.
to pharmacy learners was planned with practical
hours on how to draw chair conformations to
represent a three-dimensional representation of
closed carbon atoms ring or cyclic structures,
as depicted in cyclohexane molecule (Figure
1). These lessons were provided during both
face-to-face sessions, and virtual classes when
the pandemic semester begun. Examples of the
drawing will be shown, here. It is hypothesised
that the students could understand the concept
of the chair conformer, should their sculptural
drawings of the cyclohexane, in a chair form, are
accurate.
Methodology
Two students’ batches (September intakes) were
invited to individually submit one drawing of
cyclohexane in its chair conformation. This
call was made at the end of the first PHC414
Fundamentals of Pharmaceutical Organic
Chemistry lecture, in the first week of both
semesters. There were 174 and 176 students,
sequentially from 2020 and 2021 enrolments. The
drawings were forwarded by email as pictorial or
multimedia messages to the lecturer-in-charge.
Figure 2: The structural drawing for cyclohexane (a)
showing the imaginary axis to the students, as a guide to
sketch six carbon-hydrogen (C-H) bonding, three above
and another three below the plane. Meanwhile in (b),
another six hydrogens are drawn in equatorial positions,
with alternate orientations, pointing above and below the
plane.
Some representational translation from
2D structures of cyclohexane to its chair
conformations, with common student errors,
were also observed, as commented by Mistry
et al. (2020). Among the feedbacks that were
relayed to the students include the following;
(a) completing the missing carbon-hydrogen
(C-H) bonds (Figure 3a),
(b) aligning the bonds for building the plane
inside the chair conformer (Figure 3b),
(c) drawing equal C-H and carbon-carbon (C-
C) bond lengths (Figure 4a), since they are
equivalent C-C and C-H, respectively.
(d) making connections, since there is a
standard drawing method to display
chemical bonds. The front bonding line
is connected, meanwhile, the back line
is disconnected. This is to distinguish
different atomic bonds to the viewer
(Figure 4b).

Result & Discussion

Majority of the students (90% of both cohorts)

showed their efforts, as part of the virtual lecture
participation in Week 1 and 2 of the semester. It
was found that most reminders and corrections
involved the imaginary axis, passing through
the centre of the ring (Figure 2), parallel to the
Drawing Chair Conformations In Learning Pharmaceutical Chemistry
ARTe: Art & Expression, September 2022 |8

Figure 3: (a) An example of a student’s incomplete drawing
for cyclohexane, and (b) showing the unaligned bond, to
correct the plane in the chair.
Figure 4: (a) Some examples of student’s drawing for
cyclohexane, with errors and (b) showing the standard way
to make chemical connections or bonds, either closer or
further to the viewer.
The students’ imagination were also tested while
visualising the mirror images of their chairs
(Figure 5a). This is because the chair owns its
mirror image, thus, it is not superimposable
with one another. Here, the concept of flipped
or converted chair could be introduced, since
cyclohexane would exist in both conformations
or configurations. In another word, there is a 50%
chance to find this molecule in one shape or chair,
and other 50% chance in its mirror image. When a
chair conformation “flips” to give the other chair
conformation, the axial hydrogens would become
equatorial, and the equatorial hydrogens would
become axial (Figure 5a). In one trial, a student’s
carbon ring skeleton still looks like the original
chair, not its reflection (Figure 5b). The student
was reminded to keep on practicing “flipping”
the cyclohexane chairs, after the lectures.
Figure 5: (a) An example to draw the chair, plus its mirror
image. While, in (b) a student’s converted chair was not the
mirror image of the original cyclohexane.
Other cyclic compounds with lower number of
carbon (C), for example, the cyclopropane, has
three C atoms, each of them has two hydrogens, and
it is in a flat, closed-ring form, or just like a triangle
(McIntosh, 2022). In the case of a cyclobutane with
four C atoms, it could occur as a non-flat molecule,
with internal C-C-C angle as 88o. This hydrocarbon
can also adopt the butterfly shape, having equatorial
and axial hydrogens (Parsons, 2014). Therefore,
a lecturer’s common advice to students is to use
molecular model (Prentice Hall Molecular Model
Set For Organic Chemistry, 1983) to help them
understand the geometry of cyclic compound
(Figure 6) and other organic chemicals.
Figure 6: (a) A cyclohexane model is shown as the most
stable conformation in its chair form and is held at one of
the equatorial hydrogens, as demonstrated in the practical
class.
(b) The cyclohexane with a boat shape is displayed, as one
of the non-stabilised conformers.
One of the difficult skills for students to develop is
the chemical visualization from 2D representations,
as commented earlier (Dauphinee et al. 1983).
This is particularly evident in the drawings of
cyclohexane rings (Figure 3). Furthermore, the
ball and stick modelling kit would not be the
main choice in pandemic semesters. During the
movement limitation, it is fortunate that most
students were able to complete their course task,
despite the lacking of face-to-face coaching and
interactions (Azman et al. 2022). Lecturers and
educational researchers continuously ponder on
how to overcome the difficulties and how to help
the students understand the drawing topic better.
Therefore, the use of devices, online computational
technology such as MolView (an open-source web-
application) and mobile game (Winter et al. 2016),
could facilitate students’ comprehension of concepts
in configurational chemistry. Hussaini and Secka
(2021) have described step-by-step instructions
that use cyclohexane projections to help the
students draw the lowest energy conformers of the
molecule. In an advanced effort, 3D animations for
chemistry courses were developed and became the
basis for the 3D augmented reality tool. According
Drawing Chair Conformations In Learning Pharmaceutical Chemistry
ARTe: Art & Expression, September 2022 |9
CHAPTER 2

to students’ feedback, technologies could help Conformations and Assign R/S Labels. J. Chem.
students overcome barriers, presented by traditional Educ. , 97, 4, 1157–1161.
ball and stick modelling methods (Abdinejad et al.
Molview (version 2.4), https://molview.org, accessed 12
2020). June 2022.
Parsons, A. F. (2014). Keynotes in Organic Chemistry, 2nd
Conclusion Edition, John Wiley & Sons.

The drawing exercise could serve the basic
knowledge of the molecular conformations
during the foundation year of pharmacy students.
Towards their practical years, the students would
be able to observe the significance of molecular
geometry involving chemicals with a much higher
atomic weights and drug molecules, such as the
pharmaceutically important steroids, having
fused five- and six-membered carbon rings.
Prentice Hall Molecular Model Set For Organic Chemistry
(1983), 2nd Edition, Pearson.
Sarker, S. & Nahar, L. (2007). Chemistry for Pharmacy
Students: General, Organic and Natural Product
Chemistry, 1st Edition, John Wiley & Sons.
Winter, J., Wentzel, M., Ahluwalia, S. (2016). Chairs!:
A Mobile Game for Organic Chemistry Students
To Learn the Ring Flip of Cyclohexane. J. Chem.
Educ., 93(9), 1657−1659.

References

Abdinejad, M., Talaie, B., Qorbani, H. S., & Dalili, S.

(2020). Student Perceptions Using Augmented
Reality and 3D Visualization Technologies in
Chemistry Education. Journal of Science Education
and Technology, doi:10.1007/s10956-020-09880-2

Azman, M. F., Yaacob, M. N., Azuddin, M. A., Halili,

N., Shafie, N. (2022). Surviving Lockdown: The
Making Of Final Project From Final Year AD117
Student, in Syed Abu Bakar, S. A. et al. (2022)
(Eds)., Art and Expression (ARTe), Second Edition,
Chapter 16, Volume 2, pp. 123-126, UiTM Perak
Press.

Barlow, D. (2014). Mountford, D. FASTtrack: Chemistry

of Drugs, 1st Edition, Pharmaceutical Press.

Dauphinee, G. A. & Forrest, T. P. (1983). Cyclohexane

stereochemistry. J. Chem. Educ., 60(9), 732.

Dewick, P. (2006). Essentials of Organic Chemistry for

Students of Pharmacy, Medicinal Chemistry and
Biological Chemistry, 1st Edition, John Wiley &
Sons.

Gareth, T. (1996). Chemistry For Pharmacy and The Life

Sciences Including Pharmacology and Biomedical
Sciences, Ellis Horwood Ltd.

Hussaini, S. R. & Secka, J. (2021). Drawing Methods for

Lowest Energy Boat and Pentane Conformations,
Journal of Advances in Education Research, 6(1),
1-8.

McIntosh, J. M. (2022). Organic Chemistry: Fundamentals

and Concepts. Walter de Gruyter GmbH & Co KG.

Mistry, N., Singh, R. & Ridley, J. (2020). A Web-Based

Stereochemistry Tool to Improve Students’
Ability to Draw Newman Projections and Chair
Drawing Chair Conformations In Learning Pharmaceutical Chemistry
ARTe: Art & Expression, September 2022 |10
chapter three
MICROBIAL ART: AN INTEGRATION OF ART AND
MICROORGANISMS

|11
 microbial art
An Integration of Art and Microorganisms
a chapter by
s u r aya s u l a i m a n , wa n n o r d i n i h a s n o r wa n i s m a i l , m o h d i z a n i o t h m a n & m o h d n a d z r i m o h d n a j i b
Faculty of Pharmacy, Universiti Teknologi MARA,
Cawangan Pulau Pinang, Kampus Bertam, 13200 Kepala Batas, Pulau Pinang,
Introduction
The term “arts” refers to a wide range of human
activities involving cultural involvement,
storytelling and creative expression. It includes
a variety of media, including photography,
installation, decorative arts, printmaking,
drawing, and painting. Using cross-disciplinary
education to engage students in creative and
critical thinking is an excellent way to encourage
active learning. By incorporating creative art
activities into science lessons, educators can help
students develop their attention to detail, skills and
creativity while also enhancing their enjoyment
and motivation. Students and scientists can use
art to express their own cultural and uniqueness
into their work experience, creating a higher
level of engagement in the successful completion
of a project. For example, scientists rely on data
visualisation to explain their findings, and using
creative design principles to these visualisations
can considerably increase their ability to transmit
information to readers (Friendly and Denis
2001). Students’ involvement in laboratory
settings can also be improved by incorporating
multidisciplinary, innovative activities such as
painting, creative writing, and music into existing
teaching materials.
Students sometimes believe science is boring
and does not involve creativity. In reality, the
cognitive skills required to create unique work
are just as important in science as they are in
art. STEM (science, technology, engineering,
and mathematics) pedagogies, which offer novel
multidisciplinary approaches, were developed
to engage young learners in science and science
careers. The arts were subsequently included in
STEAM (science, technology, engineering, arts
and mathematics) to promote creativity, which
enhanced cognitive capacities and stimulated the
Malaysia
interest of young minds in science (Colucci-Gray
et al. 2017). Visual art increases attention to detail
and fosters creative thought, as well as enjoyment
and motivation, all of which are prerequisites for
scientific discovery. Creating a piece of art can
be more than just painting or drawing. Students
can use art to express their emotions, cope with
intense ones, and reduce stress. Additionally,
viewing art can improve viewers’ health and
wellbeing in a variety of ways, from reducing
anxiety and depression to enhancing critical
thinking and problem-solving abilities.
Microbiology and art have long coexisted. During
his career as a microbiologist, Alexander Fleming,
the scientist responsible for the discovery of
penicillin in the 1920s, began creating “germ
paintings” featuring microorganisms. By
creating “germ paintings” with living bacteria,
he was one of the first to investigate microbial art
(Dunn, 2010). Agar art has grown in popularity
as a result of internet exposure and initiatives
made by professional societies such as the
American Society of Microbiology’s (ASM)
agar art competition, which has been running
for the past several years. The competition
enables participants from all over the world to
use scientific methods to express their artistic
side. The participants use a palette of microbials
such as bacteria, fungus, and yeast to produce
images on agar plates or other creative medium.
According to Adkins et al. (2018), who observed
a classroom activity employing agar art, visual
art can be a valuable addition to course-based
student research, and scientific instructors should
consider incorporating artistic innovation into
their own teaching practises.
Microbial Art: An Integration Of Art And Microorganisms
ARTe: Art & Expression, September 2022 |12
CHAPTER 3

Microbial Art Activity Each bacteria has different nutritional needs and
can produce different colours. The student has
Microbiology can be a bit abstract as it is the successfully combined two different types of
study of microscopic organisms that are usually bacteria with different colours to differentiate the
only visible under a microscope. Due to the structure of the leaf. This demonstrates students’
said factor, microbiology has a reputation of understanding of temperature-dependent pigment
not being enjoyed by most students. With many production made by the bacteria used (Serratia
students enrolled in the microbiology course produces pigment only below 35°C; Serratia will
(70 to 120 students per year), it has been a be non-pigmented at temperatures above 35°C).
continuous challenge to actively engage students
and facilitate their interest in the subject and
topics being addressed in the course. In order to
improve diploma in pharmacy students’ learning,
creativity and interest in microbiology, an
initiative has been taken to introduce a “Microbial
Art” activity in the microbiological laboratory
practical. The practical activity presented here
were created in collaboration with students
enrolled in the Microbiology course during their
third year of Diploma in Pharmacy at University
of Teknologi MARA (UiTM) Cawangan Pulau
Pinang Kampus Bertam.

The “Microbial Art” activity provides a hands-on

experience for the students in which they must
create agar art with microorganisms by drawing
on the agar in Petri dishes using cells from
different bacteria. In the microbial art activity,
each student will be given one nutrient agar and
one MacConkey agar plates as their canvas and
five different types of bacteria that produces.
Students’ Artworks and Feedbacks
A total of 216 plates of agar artworks were
produced from this activity, with various subject
matters. Some of the subjects chosen by the
students were a collection of inanimate objects,
natural scenery and an image of a person or
animal. Seeing the students’ creative artworks
throughout this activity were just amazing. The
artworks produced through this activity reflected
the ability of the students to think and integrate
concepts learnt in the microbiology lessons with
the arts. Figure 1 shows an artwork of a maple
leaf on a nutrient agar plate. In this art piece,
a strain of Escherichia coli (E. coli) has been
inoculated onto the agar to outline the maple
leaf. The agar was then seeded with Serratia
marcescens (S. marcescens) to give the colour
of pink to the maple leaf using a cotton swab.
Figure 1: Maple leaf on a nutrient agar, by Nur Nabilah
Binti Ahmad Mazhar (2021)
Students’ ability to apply basic microbiology
concepts and laboratory skills in creating artwork
were also observed on MacConkey agar. Figure
2 shows an art piece of a butterfly on MacConkey
agar. The butterfly in this artwork symbolises
hope and transformation. MacConkey agar is a
selective agar that only grows Gram-negative
bacteria and inhibits the growth of Gram-positive
bacteria. It can further differentiate the Gram-
negative bacteria into lactose and non-lactose
fermenters based on their lactose metabolism.
In this artwork, the student used S. marcescens
to give the colour of light pink to the butterfly.
Using an inoculating wire loop, students have
shown good microbiological skill in spreading
the bacteria onto the agar. This is evident from
the student’s use of delicate, sweeping strokes to
outline the butterfly’s shape and pattern all over
its wings.

Microbial Art: An Integration Of Art And Microorganisms

ARTe: Art & Expression, September 2022 |13
Figure 2: A butterfly on MacConkey agar, Nurshafikah Figure 3: Merry-go-round on MacConkey agar, Siti Nor
Binti Ahmad Marshidi (2021) Balqis Binti Sohib (2021)

Another artwork that demonstrates students’ Figure 4 shows an agar art of a dinosaur painted
good culturing technique can be seen in Figure on MacConkey agar using only E. coli. In this art
3. The outline of the merry-go-round was painted piece, the student used an inoculating wire loop
with E. coli, whereas the colourless colonies at to create fine outlines of the dinosaur. The entire
the base of the merry-go-round were colonised dinosaur was then painted pink using a cotton swab.
by Pseudomonas aeruginosa (P. aeruginosa)
by using inoculating wire loop. The dark pink
colour of E. coli growing on a MacConkey agar
is a result of the bacteria’s ability to ferment
lactose present in the agar. On the other hand,
P. aeruginosa does not ferment lactose, hence
the colourless colonies produced on the agar.
The various merry-go-round structures were
successfully distinguished by the students’
successful creation of distinctive strokes.
According to de Ondarza (2019), investigating
and comprehending how microorganism
pigments function can result in a variety of cross-
disciplinary learning opportunities involving
physics, chemistry, biology and art. It can also
be set up as an inquiry-based learning module for Figure 4: Dino on MacConkey agar, Nur Nabilah Binti
Ahmad Mazhar (2021)
active learning experiences.

Figure 5 shows an image of a heart painted on a

MacConkey agar plate with the title “Heart and
Soul”. This artwork represents the student’s passion
to strive for the best as a student and to do it full-
heartedly. The heart structure was made using E.
coli. The light pink blood vessels on the surface of
the heart were created using S. marcescens, while
the colourless blood vessels at the base of the heart
were inoculated with P. aeruginosa.

Microbial Art: An Integration Of Art And Microorganisms

ARTe: Art & Expression, September 2022 |14
CHAPTER 3
Figure 5: Heart and soul on MacConkey agar, Nur Sarah
Khadijah Binti A Manja (2021)
Figure 6 shows two artworks of a burning candle
on nutrient and MacConkey agar. The metaphor
of the burning candle refers to a teacher who
sacrifices themselves in order to guide others.
These works of art demonstrate the student’s
appreciation for the teachers who put so much
effort into educating her. The student displayed
a good understanding of basic microbiological
principles and laboratory techniques in creating
these agar arts. This is evident by the selection of
pigmented and non-pigmented bacteria that were
used in the two different agars. The student also
demonstrated good laboratory skills in combining
two different techniques to distinguish the shape,
flame and colour of the candle. An E. coli strain
was used to outline the shape of the candle using
inoculating wire on the MacConkey agar. A
cotton swab inoculated with S. marcescens was
then used to colour the candle and the flame. As
for the nutrient agar, an E. coli strain was used
to outline the candle and the flame to get an off-
white colour. S. marcescens was used to get the
pink colour candle using a cotton swab.
Figure 6: Burning candle on MacConkey agar (left) and
nutrient agar (right), Siti Nasuha Binti Mat Esa (2021)
Based on the students’ feedbacks at the end of the
session, most of the students loved the activity and
considered it to be engaging and exciting:
“I find microbial art interesting in giving me
knowledge that I can apply while having fun
completing it.”
“I loved the Microbial Art activity because it is
something different and requires students to be
creative.”
“I really enjoy myself during the process in making
the microbial art because I found out it is really fun
and exciting. I never know we could make art using
microorganisms before and I hope I can explore
more about microbiology topic.”
Most of the comments suggest that this activity made
it easier to understand the basic microbiological
laboratory techniques. One of the comments
stated that the activity was intriguing and that the
participant had learned a lot from it:
“Microbial art activity was very interesting.
I learnt a lot from this activity, from choosing
which type of microbes should I use and finally
the reason why certain circumstances inhibit the
growth of the microbes on the agar. I would love
to participate in this activity in the future.”
Overall, it appears that such investigative work
enhanced the learning experience of our Diploma
in Pharmacy students and created a general sense of
confidence in their academic performance.
Conclusion
In conclusion, by planning activities that
purposefully incorporate learning from other fields,
art and science can be integrated to create the most
successful and aesthetically pleasing communities.
Microbial Art: An Integration Of Art And Microorganisms
ARTe: Art & Expression, September 2022 |15
The easiest and most popular way to introduce art
into microbiology education is to let students paint
with bacteria. The “Microbial Art” activity is an
excellent learning activity because students can
practise basic microbiological skills such as aseptic
technique creatively in a more enjoyable and
creative way. In this activity, students used their
artwork to elicit their emotions. These artworks can
also give viewers a place to examine their feelings
and thoughts. Additionally, they can be used to
educate, motivate, and most importantly, have fun.
This project was designed to see how well our
Diploma in Pharmacy students could apply and
integrate microbiological principles and art, foster
critical thinking and problem-solving abilities, and
express their feelings. The fact that the students were
successful in achieving these goals demonstrates
how well the arts and sciences methods can be used
in an introductory microbiology course to improve
student learning in a fun and cost-effective manner.
Biography
1. Dr. Suraya Sulaiman. Faculty of Pharmacy,
Universiti Teknologi MARA, Cawangan Pulau
Pinang, Kampus Bertam, 13200 Kepala Batas,
Pulau Pinang, Malaysia.
Expertise: Microbiology, natural product, food and
industrial microbiology, biotechnology, educational
research.
2. Wan Nordini Hasnor Wan Ismail. Faculty of
Pharmacy, Universiti Teknologi MARA, Cawangan
Pulau Pinang, Kampus Bertam, 13200 Kepala
Batas, Pulau Pinang, Malaysia.
Expertise: Oral Biofilm; Food Fermentation.
3. Dr. Mohd Izani Othman, Faculty of Pharmacy,
Universiti Teknologi MARA, Cawangan Pulau
Pinang, Kampus Bertam, 13200 Kepala Batas,
Pulau Pinang, Malaysia.
Expertise: Cell culture (cell lines and primary
cells), cell death mechanisms, oxidative stress,
flow cytometry

Acknowledgement 4. Dr. Mohd Nadzri Mohd Najib Faculty of Pharmacy,

We wish to acknowledge the contributions of all
Diploma in Pharmacy, Universiti Teknologi MARA
(UiTM) Cawangan Pulau Pinang Kampus Bertam
students (2019 intakes) for their participation
and contribution (time and efforts) in completing
Microbial Art 2021.
Universiti Teknologi MARA, Cawangan Pulau
Pinang, Kampus Bertam, 13200 Kepala Batas,
Pulau Pinang, Malaysia
Expertise: Solid-state pharmaceutics, hydrate,
solvate, polymorphism, NMR, FTIR, Thermal
analysis.

References

Adkins, S. J., Rock, R. K., & Morris, J. J. (2018).

Interdisciplinary STEM Education Reform:
Dishing Out Art in A Microbiology Laboratory.
FEMS microbiology letters, 365(1), fnx245.

Colucci-Gray, L., Trowsdale, J., Cooke, C. F., Davies, R.,

Burnard, P., & Gray, D. S. (2017). Reviewing the
potential and challenges of developing STEAM
education through creative pedagogies for 21st
learning: how can school curricula be broadened
towards a more responsive, dynamic, and inclusive
form of education?.

de Ondarza, J. (2019). The Color of Survival: An Inquiry-

Based Inter-Disciplinary Study of Bacterial
Pigments. Bioscene: Journal of College Biology
Teaching, 45(3), 22-30.

Dunn, R. (2010). Painting with penicillin: Alexander

Fleming’s germ art. Smithsonian. com: Science &
nature.
Friendly, M., & Denis, D. J. (2001). Milestones in the
history of thematic cartography, statistical graphics,
and data visualization. URL http://www. datavis.
ca/milestones, 32, 13.

Microbial Art: An Integration Of Art And Microorganisms

ARTe: Art & Expression, September 2022 |16
chapter Four
MOBILE APPLICATION AS TEACHING AND LEARNING TOOL
TO MUTE AND DEAF STUDENTS

|17
 Mobi le A ppli cat i o n as Te ac h in g a n d L e a rn in g To o l
to M u t e an d D e a f Stu d e n ts
a chapter by
mat redhuan samsudin & rushana sulaiman
Universiti Teknologi
Introduction
Education is the foundation for the development
of intellectual human capital that can provide
a more perfect life and can contribute to the
development of society and produce competent
national leaders. Formal education is given to the
children for which they must get formal education
in school. According to Hamdi Ishak, Ab Halim
Tamuri, Rosadah Abdul Majid, and Safani Bari
(2012) children born into this world are entitled
to education in preparation for their lives in the
future. Education should be given to students
based on the abilities, talents, and capabilities
of students so that it is in line with the wants,
technology and needs of the students.
The implementation of technology in teaching
and learning can help students increase the
level of student ability in mastering a subject
studied (Siti Hajar Halili, Shukri Sulaiman, &
Mohd Razha Abd. Rashid, 2011). In fact, it can
also help teachers in teaching and learning. As
with the implementation of Mobile Applications
in teaching and learning, it acts as a practical
teaching aid and suits the needs of students (Jeng,
Wu, Huang, Tan, & Yang, 2010). In addition, it
also facilitates teachers and students in practicing
the knowledge learned. In fact, it can also
provide reinforcement for a topic studied, which
technology can help provide an overview of a
topic through text, audio, video, animation, and
graphics. This is explained in a study of the
use of multimedia technology in the teaching
and learning of English according to a global
perspective by Min Pun (2013). Technology
based teaching and learning has proven effective
and conventional methods need to be integrated
with multimedia learning methods to give a more
significant impact to students.
Mobile Application As Teaching And Learning Tool To Mute And Deaf Students
MARA (UiTM)
Teaching and Learning Components
Technology based teaching and learning
significantly has an impact on teaching and
learning as noted by Singh and Hurley (2017).
But the diversity of educational technologies
has different effects on each other. The teaching
and learning of Malay in the context of sign
language using the Malaysian Sign Language
Application (ABIM) has a significant impact
on student achievement by combining five
learning components such as pedagogical
strategies, mobile devices, learning modules,
communication methods, and design.
Impact of Pedagogical Strategy
Learning activities using mobile applications
with the concept of real learning activities
that apply several learning activities such as
imitating movements or signals provided based
on a learning to be learned. This learning concept
gives students the freedom to choose the topic
they want to study according to their needs.
This method is adapted to the available content.
The learning method using the Malaysian Sign
Language Application (ABIM) encourages
students to explore a variety of new knowledge
through a simpler process and to be able to interact
in a more interactive learning environment. This
method uses two approaches, namely student-
centred learning, and material cantered learning.
This shows that the two approaches show that
the learning environment does not depend on
teachers alone, however teachers remain the
main reference.
ARTe: Art & Expression, September 2022 |18
CHAPTER 4
Based on the findings of a study by Samsudin
(2019) Malaysian Sign Language Application
(ABIM) makes it easier for students to
understand what is learned because the module
design incorporates animated elements and there
are examples of the use of sentences in easy
to understand language. In addition, through
this method, students can identify their own
weaknesses and based on the existing weaknesses,
students need to emphasize on those. Learning
modules that apply multimedia elements such
as animation make it easy for students to imitate
hand gestures, such a learning method as through
real experience.
Figure 1: Interface Application for Malaysian Sign
Language (ABIM)
Impact of Mobile Devices
Based on the current teaching and learning
culture, mobile devices are highly significantly
effective as tools for students ’social interaction
in daily life. Studies show that mobile devices
are significant as teaching and learning method
because the culture of online learning is in
line with today’s education style and the latest
technological developments. It clearly shows
how mobile devices motivate students to learn
because mobile devices like smartphones meet
Mobile Application As Teaching And Learning Tool To Mute And Deaf Students
the needs in teaching and learning.
Figure 2: Mobile device
A study by Samsudin (2019) shows that mobile
devices also affect student achievement. As the
policy presented by the Ministry of Education
Malaysia (MOE) which states that information
and communication technology (ICT) is a
requirement that needs to be integrated in teaching
and learning. Such requirements include mobile
devices such as computers, laptops, smartphones
and so on. However, some of these devices are
still in the research stage for formal use. This
clearly shows that mobile devices are necessary
in teaching and learning because their functions
and uses are significant as a tool that gives access
to information more quickly.
Impact of Learning Modules
A study by Samsudin (2019) shows the modules
have been developed can help students to suit
the needs of deaf and dumb students. A previous
study by Saripah Salbiah Syed Abdul Azziz et al.
(2013) also explained that good modules can help
improve students ’understanding in teaching and
learning. Based on the test results conducted on
the use of Malaysian Sign Language Application
(ABIM) clearly shows that it is effective, and
respondents also think that the module developed
meets the needs of students because it is based
on the syllabus of the Ministry of Education
Malaysia (MOE).
ARTe: Art & Expression, September 2022 |19

Figure 3: Module
In addition, the findings of the study also
show that the modules developed are more
systematic where the development of modules
has gone through the process of testing consumer
satisfaction. Systematic module management is
important to ensure that students can learn based
on the level of student mastery of a learning
topic. It aims to meet the wants and needs of
students on the modules developed. Using a
constructivist approach in teaching and learning,
it’s in line with the concept of learning. Mobile
applications is a new pedagogical approach, and
it’s a democratization of learning to students
(Hairiah Munip, 2012).
Among other things, the modules developed
incorporate several multimedia elements that
make it more interesting. Saripah Salbiah Syed
Abdul Azziz et al. (2013) also explained in his
study that, the use of multimedia elements is
important to attract students and it should be
adapted to the needs of users so that it does not
distract students. The suitability of the module
also focusses on the designer to ensure it is
suitable for all, whether unskilled or less skilled.
Based on the findings of a study conducted by
Samsudin, Guan, Yusof, and Mustapha (2018) the
results of the study show that mobile applications
Mobile Application As Teaching And Learning Tool To Mute And Deaf Students
are suitable for all deaf and dumb students.
Impact of Communication Methods
Communication effectiveness is also associated
with success (Bishop, 2006), for which effective
communication will contribute to student success.
In daily life as a mute deaf person, the normal
method of communication is to use hand signals
and it is effective for daily communication, but
if it involves non-verbal communication such as
writing letters, reports and so on there are language
errors. Therefore, the implementation of the
Malaysian Sign Language Application (ABIM)
in education shows a suitable method as a tool
to improve the level of student communication.
This approach is easy to use, and it builds better
writing skills.
In addition, students’ difficulty in translating the
use of long texts is also their weakness and it has
a direct impact on their level of achievement and
communication. Therefore, various approaches
used in the Malaysian Sign Language Application
(ABIM) that combine multimedia elements to
ensure more effective teaching and learning.
Interactive application features such as two-way
communication methods create a more effective
learning environment.
Design Impact
The results of a study conducted by Samsudin
et al. (2018) showed that design is significant
on learning using mobile applications in
Malaysian sign language learning. Organized and
systematic planning of presentations in mobile
applications using a self-learning approach is
well implemented. This finding is supported
by Hairiah Munip (2012) that good design
influences students because the learning process
is not boring, and students are more likely to be
more motivated.
The perception of human thinking to understand
a concept and interpret a piece of information
depends on a good visual design balance it is
explained by Norasikin Fabil, Zawawi Ismail,
Shanhrul Azman Mohd Noah, and Zarina Shukur
(2011). This means that design elements play an
important role in education to help students to
ARTe: Art & Expression, September 2022 20
CHAPTER 4
understand a concept in teaching and learning.
Good visual design can also provide clear,
comprehensive descriptions and help students
make decisions.
Impact of Mobile App Components on
Achievement
A study conducted by Samsudin, Guan, Yusof, and
Mustapha (2018) showed that mobile applications
have a good impact on students with hearing
impairment compared to conventional learning
methods. Looking in terms of achievement,
students who used the mobile app clearly showed
that there was an increase in student achievement
after the experiments were performed for
the treatment group. This is clearly stated by
Aminuddin Hassan, Fadzilah Abd Rahman, and
Yew (2015) that student achievement is influenced
by logical thinking, for which thinking is more
relevant to related issues. Learning using mobile
apps also improves quality in terms of thinking.
This shows that students can make decisions and
solve problems more maturely.
The results of the study also found that students
have more fun learning and show a positive attitude
towards learning using mobile applications. In
addition, students are more focused during the
ongoing learning session. Based on the tests
performed showed that there is an increase in
understanding of a topic discussed. The concept
of learning that actively applies learning activities
that is the direct involvement of students shows
that students can answer the questions posed. A
previous study that tested the usability model
by Harrison, Flood, and Duce (2013), learning
using mobile applications supports the findings
of this study that provide satisfaction to students,
effective as a learning aid and students more
efficiently perform a task.
The Impact of Mobile Application Components
on Student Communication
The communication process of students with
deaf and dumb disabilities occurs based on
observations in terms of behaviour, actions and
so on, which indirectly affects the communication
style of students. The findings of a study by
Samsudin (2019) show that behaviour will have a
Mobile Application As Teaching And Learning Tool To Mute And Deaf Students
psychological impact. Based on the observations,
they will interpret and subsequently translate
based on their understanding. This clearly shows
that pedagogical strategies have a significant
effect that self-learning methods encourage
students to think more creatively.
The use of language also plays an important
role in improving the level of communication of
students. The findings of a study conducted by
Samsudin et al. (2018) also showed no significant
relationship that communication methods using
mobile applications can affect the level of
student communication. A study conducted by
Dewitt, Norlidah Alias, and Saedah Siraj (2013)
social interaction exists in forums or discussions
between students and teachers, the findings of
the study showed 7.7 percent communication
between students, while 2.9 percent between
teachers. This means that interaction relationships
between students are more frequent. Based on the
percentage shows lower communication between
students and teachers. Therefore, there is a need
for the use of accurate hand signals so that there
is no confusion and differences in the use of
students’ daily language. Easy to understand
language facilitates student social interaction in
the classroom between teachers and peers.
As mobile devices become tools that serve as
the social transformation of students (Laouris &
Eteokleous, 2005). Interpersonal interaction is
an important thing for communication between
students with devices where interpersonal skills
need to exist to facilitate students to communicate
with mobile devices that are flatform to mobile
applications. Interpersonal skills refer to students
’skills of using mobile devices to interact with
each other. Students need to know what types
and uses of each component are provided.
However, the findings of the study also showed
no significant relationship on the level of
communication of students, but mobile devices
facilitate the communication process.
In the context of learning, content design in
mobile applications also contributes significantly
to improving student communication. Good
content can convey accurate information on
related topics, this is also explained by Dewitt et
al. (2013) where students can explore a variety of
ARTe: Art & Expression, September 2022 |21
knowledge to equip themselves with something
new. This indicates a cognitive learning process
in which learning takes place based on new
knowledge and existing knowledge. New
knowledge can be reinforced with existing
knowledge. However, the findings of the study
show that it is not significant to determine
the relationship to the increase in the level of
communication of students because, there is no
specific signal to determine the use of rewards,
on a word. Its use depends on the situation, place,
time and so on. Such understanding needs to be
mastered independently through teaching and
learning sessions by teachers. However, through
the mobile application, students can make an
example of the use of adjectives on a word.
The Effect of Mobile Application Components
on Student Motivation
Learning using mobile applications has a
significant impact on students, especially the
internal motivation that is interest in learning.
The results of a study conducted by Samsudin
et al. (2018) showed that students are very
interested in mobile applications used as learning
aids. This clearly shows that digital learning is
well received among students with disabilities. In
addition, students also show motivation in terms
of attitudes in which students are more focused on
their learning. Also influencing students ’internal
motivation are pedagogical strategies and mobile
devices. The findings of the study also show
that pedagogical strategies and mobile devices
are significant on student motivation. Seen from
the aspect of devices, it affects the motivation of
students because mobile phones are a technology
that has become a current culture in life and a
necessity for every individual. So that, the
existence of mobile applications has facilitated
their learning.
Meanwhile, from the aspect of learning modules,
the integration from the Ministry of Education
module makes students more focused on
mobile applications because they have similar
content, and they can be accessed online. This
is acknowledged by Rossyahida Abd Rahman
and Mohamad Hisyam Mohd Hashim (2011)
that online modules are easily accessible to all
students and facilitate their learning. However,
Mobile Application As Teaching And Learning Tool To Mute And Deaf Students
the findings of the study showed no significant
relationship of effect on student motivation
due to the tendency of students to use mobile
devices for entertainment alone. But if viewed
from the context of learning in more detail it
significantly affects students from the aspect
of their achievement. Thus, there is an intrinsic
motivation of students to use their mobile devices
for things unrelated to learning. To implement
learning using mobile applications there is a need
for monitoring by parents and teachers so that it
can be practiced more effectively.
From the aspect of pedagogical strategy, learning
using mobile applications has the concept of
self-learning, where students can manage their
learning time at the appropriate time, and this is
an innovation in the field of Education which if
the first class takes place face to face and at a
set time (Rossyahida Abd Rahman & Mohamad
Hisyam Mohd Hashim, 2011). The concept of
self-learning is a flexible learning approach that
includes techniques such as actively exchanging
learning experiences, solving problems that
require critical and creative thinking. This is
explained by (Abdullah Ibrahim, 2004) that the
aspect of communication in simple applications
is more to the use of text and graphics because
it suits the needs of students. If associated with
motivation in the design aspect, it has a very
significant effect on interest in learning because
students are more interested in learning with a
combination of multimedia elements such as
animation, graphics, text and so on. However, it
had no significant relationship affecting student
motivation. This means that there is interest,
but it does not necessarily influence student
motivation.
Intrinsic motivation of students is related to with
extrinsic motivation such as support of teachers
and peers. The study found that the treatment
group in the study conducted by Samsudin et
al. (2018) was so active in learning involving
teachers and students, and it has proved that post
test results for treatment group are improved
compared to pre-test in the same group. The
learning environment is also better where the
focus of the students is focused on their respective
devices. Student motivation is therefore an
important aspect for their educational success.
ARTe: Art & Expression, September 2022 |22
CHAPTER 4
Based on a previous study by Reed, Antia, and
Kreimeyer (2008) stated, teachers or facilitators
need to provide support to students to achieve
success. The test showed 60% of the students
agreed that teachers play an important role in
their education, therefore facilities such as the
use of these mobile applications need support
from teachers to help students.
Theory and Practice
The findings of the study show that mobile
applications are significant as a learning aid in
education among students with disabilities and
it has contributed theoretically, and practically
to students. In terms of theory, the findings
of the study have contributed to the main
concepts and theories that exist in teaching and
learning, namely constructivist learning theory
and student-centred learning theory. Several
components involved in the theory contribute to
the improvement of student achievement. As can
be seen from the test results, the increase of more
than 100% is very significant and this proves that
the use of Malaysian Sign Language Application
(ABIM) is very helpful to students in teaching
and learning.
The results of the study have also contributed
to the existence of a significant new method in
learning sign language not only for students with
disabilities, but it can be benefited by all groups.
This is because there are many Malaysians who
have family members who have hearing and
speech impairments. However, the focus in this
study is students and it is hoped that the results
of the study can be an injection in education to
implement teaching and learning using mobile
application methods in education.
Summary
Basically, the use of technology has been
accepted in life as well as education and it has
been proven by previous studies its impact on
education. However, there are some gaps that
need to be seen in the impact of technology
on special education students with mute and
deaf disabilities. The results of the study have
outlined a framework to determine appropriate
methods in the teaching and learning of mute and
Mobile Application As Teaching And Learning Tool To Mute And Deaf Students
deaf students using mobile applications based
on constructivist learning theory and student-
centred learning. This learning method approach
contributes to the level of communication and
motivation of students and thus affects the better
student achievement. Thus, the findings of
the study have contributed to the teaching and
learning methods theoretically and practically.
A study conducted by Samsudin (2020)
outlined several key components in the
implementation of learning methods using
mobile applications. Based on constructivist
theory, five components are outlined namely
pedagogical strategies, mobile devices, learning
modules, communication methods and design.
These five components are the main subjects for
practicing mobile applications in teaching and
learning. Based on the test results performed it
clearly shows that mobile applications have a
significant impact on the level of communication
and motivation of students and thus it contributes
to the improvement of student achievement.
Through the experiments conducted, the
implementation of learning methods using
Malaysian Sign Language Application (ABIM)
showed clear results that is more than 150%
increase in post-test achievement from pre-
test. The results of this study have proposed a
framework that has gone through a validation
process and proved it to be significant for the
teaching and learning of deaf and dumb students.
Overall, students gave a positive response to the
Malaysian Sign Language Application (ABIM)
as a learning aid. With the existence of the
Malaysian Sign Language Application (ABIM),
it’s hoped that it can benefit students in their
learning, and it can be used as a learning aid more
quickly and effectively. In fact, its existence is
also expected to be utilized by all communities
who want to learn sign language more easily.
The implementation of mobile application
methods in teaching and learning needs to
consider external factors that affect students’
cognitive. Among external factors such as
advertisements, it affects student concentration.
Therefore, what are the security features in the
application that can prevent interference and
maximize the engagement of focused learning. In
addition, the findings of the study involved lower
ARTe: Art & Expression, September 2022 |23
secondary school students. Therefore, further
research needs to be done on upper secondary
students so that it can also benefit all students.
In fact, it should also be done for parents and
families who have family members of people
with disabilities to see their acceptance of this
mobile application towards their children as it is
important to increase the effectiveness of student
communication level at home as well as school.
The success of the learning method using mobile
applications is undeniable, however it cannot be
generalized to all levels where the study needs
to be done in different schools such as rural and
suburban schools. Because the results of this
study are not inclusive for both groups of schools.
This is because schools in urban as well as rural
areas may have various facilities especially in
terms of infrastructure and family income that
can be attributed to the ability of mobile device
ownership. While the selected topics are limited,
therefore a thorough study needs to be done
for other relevant and appropriate topics using
mobile applications. It is important to look at
the level of need for such applications in various
learning topics.
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ARTe: Art & Expression, September 2022 |25
chapter Five
TPSACK FRAMEWORK DEVELOPMENT IN MEASURING THE
TECHNOLOGICAL, PEDAGOGICAL, SKILLS, AND
CONTENT KNOWLEDGE OF THE ART AND DESIGN
EDUCATION STUDENTS

|26
 TP SACK FR A M E WO R K D E V E LO P ME N T I N ME ASU RI N G TH E
T E CHNO LO GI CA L , P E DAG O G I C AL , SK I L L S, A N D
C O NT E NT K NO WLED G E O F TH E ART A N D D E SI G N
E D U C ATIO N STU D E N TS
a chapter by

Roslaili Anuar, Muhammad Azhar Abdullah, Wan Zamani Wan Zakaria, Nik Nor Azidah Nik Aziz,
Harozila Ramli & Tajul Shuhaizam Said
Faculty of Education, Universiti Teknologi MARA
College of Creative Arts, Universiti Teknologi MARA
Faculty of Arts, Computers and Creative Industries, Universiti Pendidikan Sultan Idris

Introduction teaching. It has also been found that teachers with

The emergence of a change in the Malaysian
education system involving learning methods based
on the use of technology is growing increasingly
in line with technological development involving
21st-century learning. Learning with technology
has become more relevant to the emergence
of change in the Malaysian education system.
High technology development now allows
information to move unlimited and provides no
boundaries. Universities are the main centre for
producing competent, efficient, and computer
literate students to meet the demands of today’s
work industry. The advent of ICT in this age of
borderless communication has brought innovation
to the university students teaching and learning
styles to a new level. This scenario affects the
visual art area which involves the Art and Design
Education (ADE) program at the Faculty of
Education, Universiti Teknologi MARA. The
educators bear a heavy responsibility in helping
the government accomplish its objectives in the
9th Malaysian Plan, namely to generate excellent
future generations.
It was observed that students became more
interested in learning the subject when teachers
incorporated technology into the instruction
when teaching. Individual teachers determine the
quality of teaching along with the development of
the student (Cox, 2008). This is the main reason
that ADE students have a strong foundation in
their field of expertise, including the pedagogical
experience and other skills needed to prepare
better before performing the tasks of learning and
Tpsack Framework Development In Measuring The Technological, Pedagogical, Skills, And Content Knowledge Of The Art And Design Education Students
comprehensive knowledge about technology and
computer ability, tend to increase a student’s
level of success.
Problem Statement
Teachers without a deep understanding of artistic
skills will lead to the lesson conducted in the
classroom without clear guidance (Teo, 2009).
Teachers are learning different pedagogical
approaches to relate content in different ways and
forms (Pierson, 2001). Teachers working in the
art field need knowledge of artistic skills to allow
students to understand the skillful application
of drawing which will help them to understand
perception. That way, learners would learn the
knowledge related to skills and how to integrate
it into their tasks. The ADE students will face an
enormous role in explaining the subject matter
to the class when carrying out the lesson. The
effectiveness of the subject delivery depends on
how well the subject matter is understood and
this may be done when a highly qualified person
is placed to teach the subject. It has been reported
in a study, students tend to lose interest only if the
teacher does not deliver the knowledge closed
in the subject matter due to a lack of creativity
and lack of technological integration ways. The
integrated technology in the classroom depends
upon the artistic skills embedded, which ultimately
influence the student learner’s beliefs and ideas.
Technology integration in the classroom excites
the student to learn and absorb more knowledge
and, makes teachers comfortable to promote
lessons easily (Schmidt et al., 2009).
ARTe: Art & Expression, September 2022 |27
CHAPTER 5

Literature Review their interest and abilities during the learning

The study has been suggesting the TPACK
framework from Mishra and Koehler (2006).
The framework in the study led to suggestions
on the importance of technological integration
with the understanding of proper constructs of
technology, pedagogy, and content knowledge.
This framework proposed by Mishra and Koehler
was not deemed appropriate for boosting ADE
students’ artistic abilities. As a result, including
artistic skills into the existing framework may
improve the ADE students’ preparation and their
teaching abilities in the future. This study has
been conducted as an extension of the TPACK
framework toward the TPSACK framework for
directing the artistic skills needed in the teaching
profession for productive lessons and outcomes.
Shulman (1987) studied the framework of
pedagogical content knowledge (PCK) to
provide a clear explanation of the foundation
for pre-service teachers implementing pedagogy
content knowledge (see figure 1) mainly focusing
on the connection of ideas from one another for
transforming the understanding of the students
while learning.
Figure 1: Shulman’s Framework (1987)
The elements described by Shulman related to
the subject were content knowledge, pedagogical
content knowledge, and curriculum knowledge
to make the students prepare and understand
the curriculum properly and the knowledge
induced in it. Shulman distinguished between
pedagogical knowledge and content knowledge
where pedagogical knowledge was related to
understanding the patterns of how to teach and
content knowledge referred to as an understanding
of the subject matter. The knowledge includes
knowledge about certain topics of subject matter
and how issues can be organized, adapted, and
represented in the classroom for students to gauge
phase (Shulman, 1987). The concept has further
carried a complete description of the framework
proposed by Mishra and Koehler (2006), Mishra
and Koehler (2008), and Koehler and Mishra
(2009) as shown in figure 2.
Figure 2: The TPACK Framework and its Knowledge
Components
Mishra and Koehler performed research in
which they added technology as one major
component in the PCK framework and designed
it as a complete TPACK framework in 2008.
Mishra and Koehler (2006) suggested that the
framework TPACK does not merely work on the
separate role played by the three components of
knowledge but a complete understanding takes
place when an interplay of relationships exists
between them. Only then a meaningful learning
process could be evolved. This framework fits in
the presence of the ADE students to understand
the content, pedagogy, and technology teaching.
Technological, Pedagogical, and Content
Knowledge (TPACK) has been considered a
system for understanding and describing the
various types of knowledge needed to integrate
technology effectively by ADE students. The
framework further emphasizes that teachers
require various kinds of understanding to
make the integration of technology successful
with positive outcomes in the learning process
(Koehler & Mishra, 2009).

Tpsack Framework Development In Measuring The Technological, Pedagogical, Skills, And Content Knowledge Of The Art And Design Education Students
ARTe: Art & Expression, September 2022 |28
An Extension from TPACK to TPSACK
The TPSACK is an extended form of the TPACK
framework representing the artistic skills and
knowledge in the framework. Artistic skills have
been defined as the ability to use art skills and
knowledge efficiently. The artistic skills are
associated with the ADE subject and strongly
support the creativity of the ADE students. This
further helps in guiding the ADE students to
produce good art skills with a wide understanding
and capabilities for task evaluation. Other aspects
of the framework such as technology, pedagogy,
and content knowledge have been required for
technology advocacy to blend the technology
with the instructions (Mishra & Koehler, 2008).
Figure 3: The Technological, Pedagogical, and Content
Knowledge (TPACK)
The above figure 3 is a representation of Mishra
and Koehler’s (2006) TPACK framework. The
framework improves the technological uses but
it is not sufficient to deliver the information for
enhancing the artistic skills in ADE students’
development and preparation process. The
extended framework has been focusing on the
process of teaching which improves the artistic
skill knowledge of the ADE students in the visual
art area. The teaching process involves certain
applications of knowledge in various unique
structures and perspectives which play out in
different ways in some instances (Mishra &
Koehler, 2006). Also, it has been examined that
an additional component (technology knowledge)
in the framework for integrating technology has
created complexities in the matter.
Tpsack Framework Development In Measuring The Technological, Pedagogical, Skills, And Content Knowledge Of The Art And Design Education Students
Figure 4: The Technological, Pedagogical, Skills and
Content Knowledge (TPSACK)
The above-represented figure 4 is an adaption
from the TPACK framework of Mishra and
Koehler (2008). The addition of the skills
component in the original framework enhances
the performance of learning with technology.
The components overlapping has been focusing
on technological knowledge (TK), pedagogical
knowledge (PK), content knowledge (CK) skills
knowledge (SK), and technological, pedagogical,
skills, and content knowledge (TPSACK). The
importance of artistic skills is heightened to train
the ADE students for developing self-efficacy and
generating an environment of better art practices
with knowledge.
The Artistic Skills Knowledge Description
The artistic skills knowledge has been playing a
significant role in the art profession, particularly
which requires certain artistic skills in creativity,
and these skills aid in bringing more creativity
to arts. The process has gained importance as it
provides with certain direction for generating
and developing the ADE students’ ideas based on
their observations. The artistic skills provide the
abilities to exercise the potentialities in humans
and the sensibility is triggered by observing the
meaning of line through visual observations.
The teachers of visual arts for interpreting the
meaning and for making a remark on their artwork
according to their point of view must convey
their artistic skills and knowledge (Hopkins et
al., 2014).
ARTe: Art & Expression, September 2022 |29
CHAPTER 5
Artistic skills are something that can be earned
and it is the physical execution or performance of
a task. Artistic skills can come more naturally to
others but are only developed and refined through
practice. The best skill example is the 10,000-
hour rule made famous by Malcolm Gladwell.
The premise is that it takes 10,000 hours of
practice to become an expert in any field or study
(Zaichkowshy & Angela, 2016). Supported by
Iberahim Hassan (2003), teachers are the catalysts
to build artistic knowledge and understanding of
technology to create and develop disciplines and
positive attitudes of the students. Artistic skills
are very important in the visual arts area. The
ADE students should possess the theory of art
before they can gain artistic skills.
Ways to Model Artistic Skills Knowledge
Confidence
The ADE students have been considered perfect
role models for artistic skills development.
Through their role as future art educators, they
bring out the excitement of art on the premises
of the classroom. The enthusiasm of teachers
motivates the students for thinking like an artist,
perfuming the methods of art in their task to
express their passion, and positively responding
to their students (Kunter, 2011). Teachers should
not afraid to take initiative in art activities. For
developing skills in any discipline, they need
teaching, and then certain situations are given
in which they need to apply those artistic skills
(Roland, 2010).
The ADE students are required to be prepared
before they conduct the teaching and learning
of Visual Art Education subjects in school. The
artistic skills knowledge is important as it will
enable them to model the artistic conversation
in listening and responding to the students.
The ADE students must be able to listen to the
students and generate a meaningful discussion.
They should be able to paraphrase, summarize
and structure the discussion with the knowledge,
vocabulary, and new ideas according to the terms
and requirements of the visual arts.
Tpsack Framework Development In Measuring The Technological, Pedagogical, Skills, And Content Knowledge Of The Art And Design Education Students
Technological, Pedagogical, Skills and Content
Knowledge (TPSACK)
The blend of skills in TPACK to TPSACK
contributes to improving the practices in the
learning environment. The ADE students as
suggested by the TPACK framework before the
creation of a learning environment are preferred
technological, pedagogical, and content
knowledge as support. The skills knowledge
inputs and challenging learning environment for
the ADE students as well as their future students
will be established where knowledge will play a
key role. The inclusion of skills and knowledge
in the framework generated an effective
environment for learning to facilitate the process.
The kinds of knowledge are described in the
TPACK framework that is required by the ADE
students to teach with technology and the difficult
ways in which these aspects of knowledge
engage with one another. This develops on the
approach, which explains how and why the ADE
students’ knowledge of content and pedagogy
cannot be referred to only in isolation. Therefore,
the requirement empowering the engagement
between content and pedagogy for implementing
initiatives that assist the ADE students in
comprehensively understanding the content. A
major change in current pedagogical and content
domains is required for better teaching with
technology. The role of the context throughout
teaching and learning is also emphasized in the
TPACK framework. Avoiding context drives
generic solutions to the problem of teaching.
Technology is used for designing learning
experiences subjected to pedagogies when
teaching is a context-bound activity and shaped
for content as offered in learning contexts.
The framework
The kinds of knowledge are described in the
TPSACK framework that is required by ADE
students for them to teach with technology and the
difficult ways in which these aspects of knowledge
engage with one another. Technological
knowledge entails an understanding of how to use
computer hardware and software, presentation
tools, and other technologies in educational
contexts. Technological knowledge comprises
ARTe: Art & Expression, September 2022 |30
the competence to adapt to and integrate new
technologies and it is explained briefly below:
Technological Knowledge (TK)
Technological knowledge entails an understanding
of how to use computer hardware and software,
presentation tools, and other technologies in
educational contexts. Technological knowledge
comprises the competence to adapt to and
integrate new technologies.
Content Knowledge (CK)
Content knowledge is considered the knowledge
or nature of a subject or discipline matter. Content
knowledge differs majorly between teachers’
mastery and several educational contexts.
Content knowledge is also essential as it reveals
the discipline-particular modes of thinking
specifically to each field.
Pedagogical Knowledge (PK)
Pedagogical knowledge is explained as the general
objective knowledge intended for teaching. It
is a cluster of skills that must be developed by
teachers for managing and organizing teaching
and learning activities for aimed learning
outcomes.
Pedagogical Content Knowledge (PCK)
Pedagogical content knowledge reflects that
better teaching needs more than an individual
understanding of pedagogy and content.
Pedagogical content knowledge further asserts
that different content allows for different methods
of teaching. For instance, student-centered
activities are required to teach speaking skills for
a foreign language teacher where students involve
in substantial and authentic communicative tasks.
Technological Content Knowledge (TCK)
Technological content knowledge explains
the knowledge of the reciprocal association
between content and technology. Technology
influences what is already known and instigates
new offerings as to how specific content can be
represented in new ways that were not possible
Tpsack Framework Development In Measuring The Technological, Pedagogical, Skills, And Content Knowledge Of The Art And Design Education Students
prior. For instance, nowadays the relationship
between elements and principles of arts is much
easier to learn by interacting and touching with
these aspects on handheld screens or portable
devices.
Technological Pedagogical Knowledge (TPK)
Technological pedagogical knowledge refers to
the reciprocal association between pedagogy and
technology. This knowledge allows understanding
of what technology can do for specific pedagogic
objectives and for teachers to choose the most
adequate tool based on its usability for the certain
pedagogical approach.
Technological Pedagogical Content Knowledge
(TPCK)
Technological pedagogical content knowledge
explains the synthesized knowledge of each
of the subjects of knowledge demonstrated in
the previous sections with an emphasis on how
technology can be exclusively shaped for meeting
pedagogical requirements for teaching specific
content contexts.
Artistic Skills Knowledge (SK)
Artistic skills in the TPSACK framework
may be addressed perfectly because the art is
represented by each individual ideas, thoughts,
and preferences which are not like another
individual’s (Gopnik, 2012). The artistic skills
knowledge helps in overcoming the existing gap
in the TPACK framework and how this artistic
skills knowledge advocated the ADE students
teaching and learning process. Moreover,
DePlatchett (2008) stated visual arts learning is
an enriching experience for students by adding
technology to the process which eventually
enhances the learning experience.
TPSACK and the ADE Students
The TPSACK framework suggested the
production of effective learning outcomes which
would assist the ADE students in understanding
the concept of pedagogy, technology, skills, and
content knowledge. A clear vision of TPSACK
aids in the building of the appropriate artistic
ARTe: Art & Expression, September 2022 |31
CHAPTER 5
skills and knowledge so that they can develop
meaningful learning experiences by integrating
the technology efficiently for their learning.
The teachers develop the TPACK for designing
technology in accordance with the context. This
will give the confidence to teachers to understand
the diverse students and their relative needs. This
ultimately brings pre-service teachers confidence
while delivering the subject (Schmidt, 2009).
Conclusion
The framework required different needs to assess
the artistic knowledge virtually and to assist the
ADE students in improving their artistic skills
knowledge. The framework has improved the
understanding of the ADE students to better learn
through the framework and the association within
the components. Therefore, within the advocacy
of the theories, the TPSACK framework has
been developed for the understanding of artistic
abilities development among ADE students as
future art teachers.
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ARTe: Art & Expression, September 2022 |33
chapter SIX
COVID19 A PARADIGM SHIFT IN NATIONAL SECURITY:
AN OVERVIEW OF MALAYSIAN SECURITIZATION
AND RESPONSE

|34
 C OV ID 19 A Pa r a d i g m Sh if t in N at ion al Se curit y
An Overview of Malaysian Securitization and Response

a chapter by

n u r a i n YA a c o b , m u h a m m a d i z m e r y u s o f, s u z e i m at n u r u d i n , d r . z a r i n a m o h d z a i n & n u r a m i r a
akmal mustapa
Faculty of Administrative Science and Policy
Studies Universiti Teknologi Mara UiTM Seremban, 70300
Seremban
Pusat Sains Liberal Universiti Malaysia Perlis
Kementerian Luar Negeri, Putrajaya

Abstract Introduction

The covid-19 virus swept the world by
surprise in late 2019, and in 2020, it changed
the world as we know it today. The pandemic is
not just changing the health aspect of the world
but also sending a clear signal on the aspect of
security. For once the headline of most major
news in the world was not war or a terrorist
attack but an increasing number of the population
that succumbs to the disease. This article will
view the shifting paradigm of nation security
in securitizing the pandemic to formulate a
response. The tenet of Buzan’s securitization
theory will be used to analyze the reaction of the
Malaysian government in handling the issues
that clearly impact the status quo of Malaysia’s
social, politic and economy. The MCO or
Movement Control Order implemented by the
Malaysian government in Mac 2020 followed by
the declaration of Emergency and the suspension
of parliament is not without debate whether
the securitization of these issues is supposed to
combat the pandemic threat or as a political tool
for power consolidation. Hence, this paper aims;
i.to maps Covid 19 as a new threat to the National
Security in Malaysia, ii. to analyse securitization
on the spread of Covid-19 in Malaysia, iii. to
identify the critics in term of economy and politics
towards government response of Movement
Control Order (MCO) in Malaysia.
Malaysia saw the first case of COVID19 surface
in January 2020 with the arrival of Chinese
nationals via Singapore. The case then established
a foothold with several clusters that had been
triggered locally such as the Tabligh cluster. With
the presence of COVID19 in Malaysia and the
steady cases on the rise, it is clear that measures
need to be taken by the authorities to mitigate
the threat (Chris F.S., et al., 2020). Under the
name of security and the perseverance of public
health safety, Malaysian authorities declare
the so-called Movement Control Order (MCO)
under the Prevention and Control of Infectious
Diseases Act 1988 and the Police Act 1967. MCO
is targeted to reduce public movement hence the
risk of the infectious disease to spread. MCO
includes limiting international travel, prohibiting
interstate travel, encouraging work from home,
closing some public spaces, requiring the use
of masks and hand sanitizers, quarantine, social
isolation and limiting the household movement
to single person per house only for food and
necessity restock purpose. The arrival of the
COVID19 could not have come at a better time for
Malaysians as the country was at a political crisis.
The MCO proclaimed by the authority came from
a new government established less than a month
after the collapse of Pakatan Harapan, the ruling
government that won the 2018 election.

Keywords: Securitization; National Interest; Non-Traditional Security (NTS) and

MCO & Malaysian Government Securitization

The paradigm of non-traditional security has

widely opened the paradigm on how security
and threat are viewed by the state. NTS issues
continue to pose a danger to the well-being
Covid19 A Paradigm Shift In National Security: An Overview Of Malaysian Securitization And Response
ARTe: Art & Expression, September 2022 |35
CHAPTER 6
of nations and society in Asia and around the
world. The broadness sense of threat issues no
longer stipulated only on the threat from war but
expanded to health, food, cyberspace, economy,
smuggling, human trafficking, drugs and many
other things. Non-Traditional Security is regarded
as a non-military source that endangers the well-
being of the nations, societies and communities
(Tajudin et al., 2020).
NTS issues are progressively becoming the
highest priority for most governments and
policymakers in Asia, as well as in other parts
of the world. In summary, proponents of NTS
wanted to extend and deepen today’s concept
of security so that those most vulnerable,
which are the non-state actors, political entities,
organizations, and human individuals can have
a bigger part in providing or ensuring their own
security (Caballero-Anthony M., 2018). One of
the most serious global Non-Traditional Security
risks is the COVID-19 pandemic. This worldwide
health crisis has resulted in an unacceptably high
number of deaths and a significant economic
impact.
Securitization theory, which is employed as
a framework analysis, is the basic theory that
underpins the analysis in this study. Securitization
developed from Copenhagen School (COPRI
– Copenhagen Peace Research Institute) of
security studies pioneered by Barry Buzan, Ole
Weaver and Jaap De Wilde (1998), which stress
upon the role of non-traditional security. The
term securitization was coined by Ole Weaver
in 1993 and has since become one of the tenets
in understanding non-traditional security issues
(Caballero-Anthony M., 2016). The security issue
now encompasses more than just militarization;
it has also evolved to include other challenges,
one of which is a health issue that can be viewed
as a security issue (Clara E., 2018).
There are several components that must be
considered in securitization in order to perceive
an issue as a security issue. The first component
relates to securitizing actors who play a role
in declaring something that is existentially
threatened. The government, represented by high-
ranking officials, lobbyists, and even pressure
from a group are all examples of securitizing
Covid19 A Paradigm Shift In National Security: An Overview Of Malaysian Securitization And Response
actors. Next is the issue or threat that potentially
brings harmful effects towards peace and stability
of the country and lastly is the reference object
or who needs the security. This is how actors
assure the survival of the things they want to
save. Therefore, this idea will be used to analyse
whether it can be considered as a security issue
or not.
Covid19 Poses a New Type of Threat to
National Security in Malaysia
National security can be defined as protection
against military and non-military dimensions.
Previously, it is concerned with collective and
global security, as well as international law,
whereas nowadays it is much more concerned
with politics, economy, cyber security, energy,
homeland security, and environmental security
(Kim R.H., 2014). Malaysia has a National
Security Policy that was established in 2013
that emphasizes the importance of maintaining
the country’s sovereignty, national security,
and public order. It also focuses on national
unity, the democratic system, illegal immigrants
and refugees, territorial claims, extremism
and terrorism, cyber security, disasters, crises,
transnational crimes, pandemics and contagious
illnesses, energy security, food security, and
nuclear weapons (Noor D.O., et al., 2021). Even
though public health issues may not come under
this category but the Covid-19 pandemic has
transformed our perceptions of what constitutes a
threat to national security as it can be seen that the
disease has caused instability to our economic,
social, and political situation in Malaysia.
Therefore, Covid 19 poses as a new type of threat
to National Security in Malaysia. As mentioned
by Katz and Singer (2007) “as far as pandemics
could lead to destabilization or disruption of
social order, political agitation, and impairment
of the economy, they qualify as security
concerns”. Besides, Evans (2010) also shares
the same view that “emerging diseases and their
pandemic potential pose perhaps an even greater
national security threat, particularly in this era
of globalization when the disease can spread
more rapidly than in previous eras”. National
Academies Press (2017) also mentioned that
“national security is not just about protection from
ARTe: Art & Expression, September 2022 |36
state and non-state actors, but also encompasses
protection from emerging infectious diseases and
other health outcomes that can threaten a nation’s
economic vitality and its very way of life”. As a
result, it’s crucial for the government to develop
legal, public-health, and administrative measures
to guarantee that the laws are successful in
dealing with the situation. Thus, Covid-19 might
be considered a national security concern in this
regard.
Covid19 and Malaysia’s Response
The new government emerged after Pakatan
Harapan downfall, quickly addressing the
COVID19 issue as an imminent threat to Malaysia
and the wellbeing of its people. Led by the newly
appointed Prime Minister Tan Sri Muhyiddin
Yassin, the authority quickly develops measures
to counter the rising cases of the disease. This
was the first time Malaysia faced a disease
outbreak at national level which engulfed all of
its fourteen states. Since threats need to be taken
care of, Malaysia mobilizes its police, army
and other security apparatus to implement the
Movement Control Order (MCO) to quell the
disease from further spreading. Securitizing of
this threat clearly marks Malaysia’s response to
a new breed of threat which at national level is
clearly threatening the entirety of the nation. The
authority or the new government of Perikatan
Nasional act as the securitizing actor, the
pandemic as a threat that needs to be combat, and
the people of Malaysia as the reference object
that need the protection.
The Ministry of Health (MoH) played a critical
role in ensuring that the country was well
prepared to stop the virus from spreading. The
implementation of health screening at all ports of
entry was one of the first steps done by the MoH
to prevent disease spread. One of the tactics,
according to the Director-General of the Ministry
of Health, Datuk Dr. Noor Hisham Abdullah,
was to deploy thermal scanners (Tiffany C.,
2020). The MoH and the government then took
the important step of increasing the number of
hospitals that could treat COVID-19 cases to
combat the disease from spreading. A joint effort
between public and private institutions, including
university hospitals and Ministry of Defence
Covid19 A Paradigm Shift In National Security: An Overview Of Malaysian Securitization And Response
hospitals, was also established to handle the
increased number of infection cases (Yaakop et
al., 2020).
To support the Ministry of Health’s efforts to curb
the spread of the disease and reduce death, MCO
was implemented in March 2020 enforced by
Malaysian police, army, The People’s Volunteer
Corps (RELA) and the health department aims
to limit the people’s movement so that the virus
cannot spread fast. This was done by limiting
travel, banning interstate movement, closing the
economic activity and center to avoid crowds .
The MCO lockdown Malaysia for a period of
time in the name of security and national interest
as the threat of COVID19 if unchecked can have
a dire effect on the whole country.
To break the transmission by restricting
movement and contact, the Government imposed
a Movement Control Order (MCO) starting from
18 March and extended to 12 May 2020. By
limiting human contact via MCO the country was
able to flatten the curve of the virus spreading
among the society. This can be seen clearly
fruitful when MCO was lightened in June 2020
and Malaysia saw a tremendous decline of daily
cases. The country however faces a new wave of
spread in January 2021 with the rise of daily cases.
This was attributed as the adverse effect of Sabah
by election in September 2020. Authorities again
quickly took the measure to implement the MCO
with hopes to combat the once again security
issue by COVID19. MCO again tightened the
grip on Malaysians in early 2021 until now, even
though certain economic activities are permitted
to function normally. The Prime Minister also
declared a state of emergency and suspended the
parliament as a measure to control coronavirus
infections and ensure safety of the people and the
best interest of the country ( The Edge Market,
2020).
Critics of the Government Response of MCO
The authority’s intent, although benevolent in
nature to safeguard the life of citizens, was not
without critics. The securitizing of COVID19 and
the measure taken by the government via MCO
with the sole objective of saving and protecting
people did have some unintended consequences.
ARTe: Art & Expression, September 2022 |37
CHAPTER 6
On the economic front, the lockdown is proving to
be a financial disaster. The economy is collapsing,
having a devastating impact on employment,
earnings, and livelihoods, disrupting supply
lines and upsetting businesses, and worsening
inequality, poverty, and suffering, especially for
the poor.
MCO and lockdown of the economic sector
resulted in the Malaysian economy contracting
more than 5% in 2020. The inability of business
to run during MCO and lockdown contributed
much in the closing of small and medium
companies which cannot bear the cost to keep
them afloat despite the government stimulus
plan. Unemployment rate skyrocketed from a
little above 3% to nearly 4.6% with an estimated
600,000 losing their jobs. Since the introduction
of the movement control order (MCO) in March,
99,696 Malaysians have lost their employment,
according to the Human Resources Ministry (The
Star, 2021).
The Statistics Department of Malaysia discovered
that workers in the aviation, hotel, and tourist
industries are particularly impacted by Covid-19.
Critics like renowned economist, Prof Dr K. S.
Jomo blamed the government for failing to learn
from countries such as South Korea and Japan
that dealt with the pandemic successfully without
locking down the society and economy. Jomo
said that the measures to help the wellbeing of
the people by combating the virus by MCO and
lockdown end up hurting the people most when
the economic security hangs in balance.
Political Critics Government Response of
MCO
When the new government formed in March
2020, it was not via the mandate of election but
by measure taken by Yang Dipertuan Agong of
Malaysia in order to solve the political crisis
upon the fall of Pakatan Harapan. The new
Perikatan Nasional came into power in 2020 with
a very slim majority in the parliament. This small
majority was putting the government on edge of
collapsing via shifting support of the members of
parliament.
Covid19 A Paradigm Shift In National Security: An Overview Of Malaysian Securitization And Response
The instability of this also contributed to the
measure taken by the Prime Minister to declare
a state of emergency and suspend the parliament,
a move that was seen by the opposition as a clear
breach of democratic practice in Malaysia. Many
argue that the suspension of the parliament will
give an unchecked power to the government
and this can lead to the abuse of power. The
emergency also gives the Prime Minister and his
cabinet extraordinary powers, such as introducing
laws without the approval of parliament. With
parliament suspended the prime minister and his
cabinet gain powers to make laws and approve the
expenditure necessary to ensure public security
without a parliamentary vote.
As reported by New Straits Times on 11th May
2021, stated that as the country enters its third
lockdown, the Malaysian government’s reaction
to the Covid-19 outbreak has been criticized for
its lack of coordination and crisis communication.
This is due to the confusion over changing
Covid-19 protocols which was worsened by
the dynamic nature of fluctuating infections in
the country. The State of Emergency had been
declared until August of 2021, and the country
again is under strict MCO. Again, the measure
of securitizing the issues of COVID19 seems to
have adverse effects as another security threat to
the practice of democracy in Malaysia.
Conclusion
Handling the security issues such as the
nationwide pandemic in time of political and
economic instability in Malaysia is a very
hard job since it is the first and without any
historical experience to refer to. Mely Caballero
Anthony and Lina Gong (2020), stated that
the securitization process will only work if a
government, particularly one in a democratic
country gains public acceptability and support
for certain policies and initiatives. Solving one
problem then creating another is not a measure
of a successful management of the crisis, but the
government did try the best to soften and cushion
the impact of COVID19. The economic stimulus
package such as PENJANA may not be a magic
wand to waive off all the economic problems
but thus play a role in sustaining the economy
for time in this pandemic. The clear solution and
ARTe: Art & Expression, September 2022 |38
endgame in any security measure must be the
complete removal of the threat. The Nationwide
Vaccination Program that was implemented
in early 2021 should be one of the significant
security improvements in combating the threat
of COVID19. The political and economic issues
can be slowly solved and mitigated once the virus
has been thwarted. The experience of Malaysia
in securitizing the issues of COVID19 pandemic
can be seen as how important the securitizing
actor must play an important role in making sure
the reference object (the people that need to be
protected) understand clearly and accepting that
the threat of COVID19 (which is the security
issue) is worth the security measure taken and
implemented by the authority.
References
World Health Organization, “Coronavirus”, retrieved 9
April 2020, https://www.who.int/healthtopics
coronavirus#tab=tab
Chris Fook Sheng Nga, Xerxes T. Seposoa , Meng Ling
Moia, Muhammad Abdul Basit Ahmad Tajudin
, Lina Madaniyazia, Mazrura Sahanic (2020)
Characteristics of the COVID-19 epidemic and
control measures to curb transmission in Malaysia.
International Journal of Infectious Diseases
(https://www.ijidonline.com/article/S1201-
9712(20)32231-1/pdf)
Noor Dzuhaidah Osman, Fareed Mohd Hassan, Amalina
Ahmad Tajudin, Muhammad Nizam Awang @
Ali (2021) “COVID-19 as a National Security
Issue in Malaysia: A Comparison with the Italian
and Australian Perspectives” Academic Journal of
Interdisciplinary Studies
Caballero-Anthony M (2018). Negotiating governance
on non-traditional security in Southeast Asia and
beyond. Columbia University Press, New York
Caballero- Anthony, M. (2016). Non- traditional security
concept, issues, and implications on security
governance, Georgetown Journal of Asian Affairs,
3(1), 5- 13.
Clara Eroukhmanoff (2018) “Securitisation Theory: An
Introduction” E-International Relations (https://
www.e-ir.info/2018/01/14/securitisation-theory-
an-introduction/)
Kim R. Holmes (2014). What Is National Security?. The
Heritage Foundation. Retrieved from https://www.
heritage.org/sites/default/files/2019-10/2015_
IndexOfUSMilitaryStrength_What%20Is%20
National%20Security.pdf
Covid19 A Paradigm Shift In National Security: An Overview Of Malaysian Securitization And Response
J. Evans, ‘Pandemics and National Security’, Global
Security Studies, 1(1), 2010, pp. 100-109.
Tiffany C. (2020). Securitization on the Spread of
COVID-19 in Indonesia Sekuritasasi dalam
Penyebaran COVID-19 di Indonesia. Jurnal
Politica Dinamika Masalah Politik Dalam Negeri
dan Hubungan Internasional. 11 (2), 127-142.
https://jurnal.dpr.go.id/index.php/politica/article/
view/1749/901
Yaakop, M. R., Ali, S. A. A. D. S., Taib, R., Mohamad, A.
R., & Razif, M. A. M. (2020). Malaysia Political
Changes amid Covid-19. International Journal
of Academic Research in Business and Social
Sciences, 10(12), 224–233
Katz, R., & Singer, D. A. 2007. Health and security in
foreign policy. Bulletin of the World Health
Organization, 85, 233–234. https://www.scielosp.
org/article/bwho/2007.v85n3/233234/en/
Bernama. Coronavirus: Health Ministry beefs up screening
at entry points into Malaysia. Bernama; 2020
Retrieved from https://www.theedgemarkets.
com/ article/coronavirus-health- ministry-beefs-
screening-entry-points-malaysia [Accessed 1 April
2020]
The Edge Markets. Malaysia bans public events to curb
COVID-19 spread. The Edge Markets; 2020
Retrieved from https://www.theedgemarkets.
com/article/malaysia-bans-public-events- curb-
covid19-spread [Accessed 30 March 2020].
The Star, Malaysia announces movement control
order after spike in Covid-19 cases (updated).
Retrieved from https://www.thestar.com.my/news/
nation/2020/03/16/malaysia- announces-restricted-
movement-measure-after-spike-in-covid-19-cases
[Accessed 15 August 2021].
Siew Bee Aw, Bor Tsong The, Gabriel Hoh Teck Ling 1,
Pau Chung Leng, Weng Howe Chan and Mohd
Hamdan Ahmad (2021) “The COVID-19 Pandemic
Situation in Malaysia: Lessons Learned from the
Perspective of Population Density” International
Journal of Enviromental Research and Public Health
(file:///C:/Users/user/Downloads/ijerph-18-06566.
pdf)
Lin Lean Lim (2020) “The socioeconomic impacts of
COVID-19 in Malaysia: Policy review and guidance
for protecting the most vulnerable and supporting
enterprises” International Labor Organization
(http://ilo.org/wcmsp5/groups/public/---asia/---ro-
bangkok/documents/publication/wcms_751600.
pdf)
Mely Caballero-Anthony and Lina Gong, “Beyond
securitization: Governing NTS issues in Southeast
ARTe: Art & Expression, September 2022 |39
CHAPTER 6
Asia”, pp.1-27 in Non-Traditional Security Issue
in ASEAN: Agendas for Action, edited by Mely
Caballero-Anthony and Lina Gong (Singapore:
ISEAS Publishing, 2020), p.5

Covid19 A Paradigm Shift In National Security: An Overview Of Malaysian Securitization And Response
ARTe: Art & Expression, September 2022 |40
 chapter SEVEN
“SHALL WE DANCE?”
THE ART OF AEROBIC DANCE ON IMPROVING HEALTH-RELATED FIT-
NESS AMONG OVERWEIGHT FEMALES

|41
 “ S h a l l w e Da n c e ? ”
T he A rt o f Ae robic Dan ce on Im proving Health-Rel ated Fi tne ss among Overwei ght Femal e s
a chapter by

Patricia Pawa Pitil & Dorathy Baja

Faculty of Sports Science and Recreation, Universiti Teknologi MARA Sarawak Branch, Samarahan Campus,
Jalan Meranek, 94300, Kota Samarahan, Sarawak

Abstract and obesity rate 2 which was worrying.

Objective: This study aimed to evaluate the effect
of 8-week aerobic dance on body mass index
(BMI), body fat percentage and aerobic fitness
among overweight female adults (N=32, [body
mass index (BMI) ≥ 23 kg/m2, age 18-25 years).
The aerobic dance program was conducted three
sessions per week for 8 weeks at submaximal
intensity. Results: After the 8-week intervention,
the aerobic dance group had significantly more
changes in BMI, body fat percentage and aerobic
fitness than the control group. Conclusion:
An 8-week aerobic dance intervention with
submaximal intensity can considerably reduce
BMI and body fat and improve aerobic fitness
among overweight female adults. Good program
adherence was attributed to this study.
Keywords: aerobic dance, aerobic fitness, body
fat, body mass index, overweight.
Introduction
World Health Organization (WHO) defines
weight status according to the body mass index
(BMI), the ratio of weight in (kg) divided by height
squared (m2) (kg/m2). The BMI categorization
for Asian adults is 18.5 kg/m2 as underweight,
18.5 to 22.9 kg/m2 as normal weight, 23.0 to 27.5
for overweight, and equal to or more than 27.5
for obese. It is a convenient rule of thumb used to
estimate the body fat based on height and weight.
Out of 50.1% of Malaysian adults, 30.4% were
overweight and 19.7% obese, according to the
National Health and Morbidity Survey (NHMS)
2019. Obesity rates are also rising yearly, from
14% in 2006 to 15.1% and 17.7%, according to
the NHMS studies conducted then. Females were
reported to outnumber the males in the overweight
Being overweight is related to energy imbalance
and lifestyle. If the energy intake exceeds the
energy expenditure, weight gain will take place.
To lose weight, excess calorie-burning activities
are one of the solutions, which can be achieved
by regular exercise. Untreated overweight could
lead to obesity, which is related to chronic
diseases such as high blood pressure, diabetes,
cancer and osteoarthritis. Therefore, it can help
to protect from chronic diseases associated with
overweight and obesity.
Men and women have different body fat
percentages. Typically, it ranges from 2 to 5%
for men and 10 to 13% for women. Generally,
the healthy body fat range for men is 8 to 19%,
whereas the healthy range for women is 21 to
33%. Numerous studies examine how aerobic
exercise affects body composition. In particular,
it is evident that regular, controlled exercise
reduces body fat and improves lean body weight,
as revealed in the growing body of research.
One form of aerobic exercise is dancing. When
practised at a target heart rate between 50 and
80% of the maximum heart rate, aerobic dance
has been shown to increase maximal oxygen
consumption in studies. This indicates that
overall aerobic fitness has improved.
Dancing has become a popular form of exercise
among women. It is a fun, interactive form of
exercise and has been shown to sustain motivation
to participate in exercise and improve attitudes
toward exercise. Dance workouts that increase or
sustain motivation to be physically active might
be effective in overcoming barriers. The most
reason for unsuccessful weight loss programs is a
high rate of dropout. As aerobic dance is viewed

“Shall We Dance?” The Art Of Aerobic Dance On Improving Health-Related Fitness Among Overweight Females
ARTe: Art & Expression, September 2022 |42
CHAPTER 7
as fun and highly acceptable as an exercise form
among females, it should be promoted as an
exercise program for this population. Therefore,
this study aimed to measure the effectiveness of
an 8-week intervention of aerobic dance on BMI,
body fat and aerobic fitness among overweight,
sedentary females.
Methods
A randomized group design with the purposive
sampling technique was utilized in this study.
The inclusion criteria of the participants were a)
sedentary, not currently engaged in any exercise
program, b) BMI of 23.0 to 27.5 kg/m2, and c)
free from chronic diseases and orthopaedic injury.
In addition, they were excluded from becoming
the participants if they were a) regular exercises
(more than 3 sessions per week of moderate
to high-intensity exercise), b) had a history of
myocardial infarction, had a pacemaker, c) were
pregnant or lactating, or d) were unable to commit
to the intervention.
All study procedures were approved by the
research committee of the Faculty of Sports
Science and Recreation, UiTM Samarahan
Campus. Individuals were informed about
the study, and written informed consent was
obtained by all participants. The participants
were randomly assigned to an aerobic dance
group (AER; n = 16) or to a control group (CON;
n= 16). The intervention period in AER lasted 8
weeks, while the CON received no intervention
from the researchers. During the pre-and post-
test, all participants completed the 2.4km run
test, body weight and body fat measurements.
Measures
For anthropometric measures, height was
measured to the nearest 0.1 cm on a stadiometer.
Body weight and body fat percentage were
measured by using Tanita’s Bioelectrical
Impedance Analysis electronic scale. To evaluate
aerobic fitness, the 2.4 km test was utilized. The
participants completed six laps around the 400-
m track. Time was recorded as minutes: seconds
(min: s).
“Shall We Dance?” The Art Of Aerobic Dance On Improving Health-Related Fitness Among Overweight Females
Aerobic-dance program
The aerobic dance program was a 60-minute
session which consisted of 10 minutes of warm-
up, 40 to 45 minutes of main activity, and 10
minutes of cooling down. The intensity of aerobic
dance was between 65% to 85% of maximum
heart rate (HRmax). The HRmax was calculated
by 220 minus age. The value obtained was
multiplied by 65% to 85% to get the target heart
rate. The participants were encouraged to reach
the target heart rate in all sessions by monitoring
it using the smartwatch.
Aerobic dance is based on walking and step
variations, and knee bends, lunges (low impact
aerobics), running, skipping and hopping
(high impact) and their combination (low-high
impact); this exercise was accompanied by the
controlled movement of the arms (see Figure 1).
This program was adapted from Çakmakçi et al.
Figure 1: The aerobic dance illustration
The sessions were conducted three times per week,
which were on Monday, Wednesday and Friday.
The aerobic dance program progressed every two
weeks, starting with a focus on the lower body,
upper body and total body. The training heart
rate was taken to ensure the participant’s heart
rate was in the range of 65% to 85% of HRmax.
The aerobic dance program was led by one of the
researchers who she has profusely experience in
conducting aerobic dance sessions.
ARTe: Art & Expression, September 2022 |43
Statistical Analysis Table 1: Variables changes across the pre to post-test and
repeated-measure analysis between AER (n=16) and CON
(n=16)
All collected data were analyzed using the
IBM SPSS Statistics software Version 26. The
Kolmogorov-Smirnov revealed normal data
distributed in all variables of interest (p > .05).
Descriptive statistics for all variables were
presented in mean and standard deviation (M ±
SD). A repeated measure analysis of variance
(ANOVA) was conducted to examine the effect
of aerobic dance on BMI, body fat percentage,
and aerobic fitness. The significant level was set
at .05 (p < .05).

Results

Table 1 examines the BMI, body fat percentage

and aerobic fitness changes across the pre to post-
test between the AER and CON. The interaction
between time and groups on BMI was significant
(p < .05), ƞp2 = 0.284 with a moderate effect size.
The main effect of the two conditions on BMI
was not statistically significant (p > .05), ƞp2 =
0.001 in the two groups, in which AER showed
and a reduction in BMI but not in CON (Figure
1a). The main effect comparing the AER and
CON was not significant, with a small effect size
(p > .05), ƞp2 = 0.12. The BMI score decreased
over time in AER with a large slope in post-test.
However, there was an increase in BMI in CON
from pre-test to post-test (Figure 2a).
For body fat percentage, there were changes in
both AER and CON. The interaction between
time and groups on body fat percentage was
significant (p < .05), ƞp2 = 0.13 with a small effect
size. The main effect of the two conditions on
body fat percentage was statistically significant
(p < .05), ƞp2 = 0.13 with AER showing a
reduction in body fat percentage across the pre-
test and post-test but not in CON (Figure 2b).
The main effect comparing the AER and CON
was not significant, with a small effect size (p >
.05), ƞp2 = 0.03. The aerobic exercise program
was effective in reducing body fat percentage in
the AER, as evident in Figure 1b. However, the
body fat percentage increased in the CON.
For aerobic fitness, there were changes from
pre-test to post-test in both AER and CON. The
interaction between time and groups on body fat
percentage was significant (p < .05), ƞp2 = 0.36
with a moderate effect size. The main effect of the
two conditions on aerobic fitness was statistically
significant (p < .05), ƞp2 = 0.61 with AER showed
a dramatic reduction in time taken for the 2.4 km
test (Figure 2c). The main effect comparing the
AER and CON was not significant, with a small
effect size (p > .05), ƞp2 = 0.10. The aerobic exercise
program was effective in improving aerobic fitness
in the AER, as evident in Figure 2c.
Discussion
This study examined the effectiveness of an
8-week aerobic dance program with three sessions
weekly on BMI, body fat percentage and aerobic
fitness among overweight females. Participants
attended 24 sessions with zero attrition. High
adherence to the intervention program was
revealed in this study, thus showing a promising
design.

After 8 weeks, there was significant improvement

seen in BMI, body fat percentage and aerobic
fitness in AER. The BMI was reduced by 1.62%
“Shall We Dance?” The Art Of Aerobic Dance On Improving Health-Related Fitness Among Overweight Females
ARTe: Art & Expression, September 2022 |44
CHAPTER 7
Figure 2: The means plot for pre and post measurement of BMI (2a), Body Fat Percentage (2b) and Aerobic Fitness (2c) in
AER and CON
in AER compared to CON. Weight loss was
expected, where regular exercise sessions per
week do promote improvement in metabolism
and energy expenditure. Donnelly et al. reported
that females required ~240 minutes per week
to achieve the 2000 kcal per week energy
expenditure for weight loss to happen. This was
also achieved in this very study, where a high
energy expenditure was sustained through the
8-week aerobic dance program that promotes
weight loss among the participants.
Body fat percentage appeared to be reduced
dramatically in AER. The reduction was 0.78%
showing some promised effect of the aerobic
dance program on the body composition profile.
After doing routine activities, a person’s weight
would likely reduce to do vigorous calorie
burning. Many major muscles are mobilized from
the top and bottom of the body. Therefore, it helps
to burn extra fat as fuel for exercise activities.
Being aerobic does benefit daily activities.
This study revealed a great improvement in
aerobic fitness (reduced 6.8%). Aerobic dance
“Shall We Dance?” The Art Of Aerobic Dance On Improving Health-Related Fitness Among Overweight Females
of ~60 minutes involves highly cardiovascular
activity and does adapt to a better function in
the AER participants. Along with music, the
exercise sessions were enjoyable and able to
mask the tiring, thus improving the participants’
engagement throughout the aerobic dance routine.
There was a clear reduction in the amount of
weight change in AER participants. In addition,
they were a significant decrease in BMI, body
fat percentage, and aerobic fitness after the
exercise program. The CON observed significant
differences in BMI and body fat percentage;
however, those differences indicated increments.
The lifestyle of the CON participants, which might
engage in a sedentary lifestyle, could contribute
to these negative findings. This strengthens the
need for sedentary and overweight individuals to
regularly exercise, with at least three sessions of
~180 minutes per week of submaximal intensity
exercise to enjoy health benefits
An attractive movement pattern in the aerobic
danceable triggers the whole body to move and
helps the process of burning calories more thus
ARTe: Art & Expression, September 2022 |45
can prevent various diseases. As a popular dan
friendly form of exercise, especially among
females, aerobic dance can be a very important part
of improving health and reducing obesity-related
diseases, such as diabetes and hypertension.
Conclusion
This study concluded that an 8-week aerobic
dance intervention with submaximal intensity
could considerably improve the BMI, body fat
percentage and aerobic fitness among overweight
females. The positive health outcomes indicate
promise for the feasibility of an aerobic dance
program for females who are overweight or
obese. Good program adherence was attributed
to this study. It is highly encouraged to design
an enjoyable and preferable exercise program
for the overweight population to sustain their
commitment to the exercise program.
Acknowledgement
The authors thank all participants for their
commitment and support from the Community
College in Sarikei, Sarawak, for allowing the
authors to recruit their students for this study.
References
(2018). Use of various obesity measurement and
classification methods in occupational safety
and health research: a systematic review of
the literature. BMC obesity, 5, 28. https://doi.
org/10.1186/s40608-018-0205-5
Banfi G, Malavazos A, Iorio E, Dolci A, Doneda L,
Verna R and Corsi MM. Plasma Oxidative Stress
Biomarkers, Nitric Oxide and Heat Shock Protein
70 in Trained Elite Soccer Players. Eur J Appl
Physiol. 2006; 96, 483-486
Otinwa, G. O., & Akinyemi, J. S. (2019). Effects
of Indigenous Aerobic Dance Music on the
Physiological Variables of Female Workers
in Lagos Metropolis. ICHPER-SD Journal of
Research, 10(2), 8-12.
Çakmakçi, E., Arslan, F., Takin, H., Çakmakçi, O. (2011).
The effects of aerobic dance exercise on body
composition changes associated with weight
change in sedentary women. Journal of Physical
Education and Sports Science,13(3), 298-304
Donnelly J. E., Honas JJ, Smith BK, et al. Aerobic exercise
alone results in clinically significant weight loss for
men and women: midwest exercise trial 2. Obesity.
2013;21(3):E219–E228. doi: 10.1002/oby.20145
Donnelly, J. E., Blair, S. N., Jakicic, J. M., et al. (2009).
Appropriate physical activity intervention
strategies for weight loss and prevention of weight
regain for adults. Medicine & Science in Sports &
Exercise, 41, 459–71

Zainudin, S., Daud, Z., Mohamad, M., Boon, A. T. T.,

& Mohamed, W. M. I. W. (2011). A summary
of the Malaysian clinical practice guidelines
on management of obesity 2004. Journal of the
ASEAN Federation of Endocrine Societies, 26(2),
101-101.

IPH. (2020). National Health and Morbidity Survey

(NHMS) 2019: Vol. I: NCDs – Non-Communicable
Diseases: Risk Factors and Other Health Problems.

IPH. (2011). National Health and Morbidity Survey 2011.

Vol II: Non-Communicable Diseases.

IPH. (2015). National Health and Morbidity Survey

2015 (NHMS 2015) Vol III: Non-Communicable
Diseases, Risk Factors & Other Health Problems.

Haskell, W. L, Lee, I-M, Pate, R. R., et al. (2007).

Physical activity and public health: Updated
recommendation for adults from the American
College of Sports Medicine and the American
Heart Association. Medicine & Science in Sports
& Exercise, 39, 1423–34.

Ghesmaty Sangachin, M., Cavuoto, L. A., & Wang, Y.

“Shall We Dance?” The Art Of Aerobic Dance On Improving Health-Related Fitness Among Overweight Females
ARTe: Art & Expression, September 2022 |46
chapter eight
THE ART OF NONVERBAL COMMUNICATION: EMOJI

|47
 THE A RT O F N O NVE RBAL C OM M UN ICAT ION Emoji

a chapter by

E f i n a h a m d a n , A f i q a h M i o r K a m a r u l b a i d , N u r A lya n i M o h d S h u k r i , N o r y u s n i ta R a m l i & S i t i N u r
Fadzilah Abdullah
Universiti Teknologi MARA, Negeri Sembilan Branch Rembau Campus
Universiti Sains Islam Malaysia

Introduction saying repeatedly “I’m okay” but at the

same time you are crying. Your nonverbal
Communication is key. A common phrase we cues are showing the opposite meaning of
always hear when relationship is the subject your verbal message.
of conversation. Many of us believe that 2. Nonverbal cues can help emphasizing the
communication helps building, enhancing and message delivered. As an example, when
sustaining relationships between people. We doing a presentation, you raise your voice
humans communicate to deliver messages, to to stress the importance of the points or
express feelings and emotions as well as to share information that you are presenting.
some ideas or information with others. As much 3. Nonverbal cues are also able to regulate
as communication being essential to human being, the conversation that you are having.
comprehension is important too. The ultimate When being part of a group conversation,
goal of communication is for the other person to we usually take turns to talk or speak. With
understand and perceive the messages as what nonverbal cues such as eye contacts or
and how we wish them to. When receivers are hand gestures, we can control the flow of
able to understand and comprehend the message the verbal conversation.
sent, we can happily say that our communication 4. Complementing happens when your
objective is achieved. nonverbal cues support the verbal message.
A warm hug while saying “Congratulations
Nonverbal communication my dear. I am so proud of you” to someone
on their graduation day is complementing
Nonverbal communication defined by Gamble the message that you utter.
and Gamble (2018) as communication that does 5. Nonverbal cues can be the substitute for
not include words; messages expressed by non- messages that you are not able to convey
linguistic means; people’s actions or attributes, verbally. Imagine you are in a crowded
including their use of objects, sounds, time, and restaurant waiting for a friend. When he/
space, that have socially shared significance she walks in you wave your hand up in
and stimulate meaning in others. Gamble the air to call them because spoken words
and Gamble (2018) further explained the five will be difficult to be heard. Hence, body
functions of nonverbal communication that gesture is the best substitute for it.
includes contradicting, emphasizing, regulating,
complementing and substitute. Emoji

1. Contradicting happens when a person Technology advancement makes boring text

sends a double message; words spoken
does not align with the nonverbal cues
presented. You may say one thing, but
your nonverbal
behaviour shows something else. Imagine
messages that initially involve only characters
and symbols are now becoming fancier with
yellow smiley faces called emoji. Shegetaka
Kurita created emoji to enhance the way people
communicate online. According to a study
The Art Of Nonverbal Communication: Emoji
ARTe: Art & Expression, September 2022 |48
CHAPTER 8
conducted in Nigeria by Udenze (2020), they
found that WhatsApp is the most popular social
networking platform in most countries followed
by Facebook, Instagram, Twitter and finally
Snapchat. This finding supports the initial study
done by Andrade et al. in 2016. A much recent
study by Częstochowska et al. (2022) indicates
that there are 3,521 emojis available as of
January 2022 for online users to express feelings
and emotions through social networking system.
Udenze (2020) identified the reasons for using
emojis are for emphasis, to save time used in
typing text, to convey emotion, for humour and
lastly is to build rapport.
Software developers regularly update their
applications to provide the best user experience
online. Emoji has always been part of the updates.
Social media platforms include updated emojis
for its users to use for their captions, comments,
private messages, replies and many more. As the
emoji is evolving with time, the ever-famous
yellow smiley faces can now be used alongside
the animals , nature , food , beverages
, sport activities , objects , symbols and
flags of the world emojis. Częstochowska
et al. (2022) categorized emoji into twenty
categories which are objects, nature, travel-
places, food-drink, face, people, activity, clothes
& accessories, symbols & signs, professions,
geometrical, hands & gestures, Japanese symbols
& objects, buttons & mobile, public information,
symbols, letters & numbers, hearts, arrows,
astrological and religious.
Functions of Emoji as a
Nonverbal Communication Tool
Various research was conducted to study the
reasons why social media users use emoji while
communicating online. A study conducted
by Andrade et al. (2016) on Facebook users
determined the four functions of emojis. Firstly,
is as marker; facial expression used to express the
feelings when communicating online. Secondly,
emoji is used as an intensifier; to provide
additional emotional context to the messages.
Thirdly, is as teaser; sender usually use the emojis
when they do not have anything to say yet or
when they want to make the conversation more
interesting, and finally as strengtheners of speech
acts; the positive and negative faces of the sender
that can depict thanks, greetings, approval, regret
and sarcasm.
Tian et al. (2017) in another study proposed six
ways an emoji can interact with the linguistic
text. This helps to extend the initial research
conducted by previous researchers.
1. An emoji can replace a word or phrase.
Example: I want to eat . This is a fun way
to use emoji. Users are free to play around
and be creative when they combined two
and more emojis to create a sentence.
2. An emoji can be used to repeat a word or
phrase with intention to add focus. Emoji
used after a word is to create accent to the
sentence. Example: Let’s go for a dance
.
3. An emoji can help express the speaker’s
emotion or attitude independently. One
of the challenges when communicating
online is to express the real feelings and
emotions of the sender. A plain text is open
for interpretation by receiver, therefore
emoji helps to portray the exact meaning
of the message. Example: I missed my
flight .
4. An emoji can enhance or emphasize an
emotion expressed in the text. Example:
I’m happy with the result . The word
happy was used in the text and the smiley
face at the end of the sentence enhanced
the emotion expressed by sender.
5. An emoji can be used to modify the
meaning of linguistic text. Example: I
believe you are having fun at Drake’s party
. In this context, the emoji shows that the
message sent was somehow with sarcastic
remarks. It changes the whole meaning of
the text.
6. An emoji can be used for politeness. Not to
sound demanding and too harsh, an emoji
can help to tone down a linguistic text to
avoid misconception. Example: Can you
pick me up from my office? Thank you
The Art Of Nonverbal Communication: Emoji
ARTe: Art & Expression, September 2022 |49

The Interpretation of Emoji
Earlier, we mentioned about comprehension
is essential in communication. With nonverbal
communication, misinterpretation can happen
quite often to us as the cues presented may be
perceived differently by others. To what extent
an emoji will deliver the message that they are
intended to? Taking an example of the emoji
, straightforward we put the meaning of fire to
it. In contrast to some, they use this fire emoji
to say that someone is being hot. Nonverbally,
this is part of the functions listed by Gamble
and Gamble (2018) emoji is used to emphasize
and to compliment. It is also at the same time is
modifying (Tian et al., 2017) the whole context
of the message.
A study to understand the ambiguity of emoji
by Częstochowska et al. (2022) explore the
semantic of emojis. It was found that the
semantic of emoji differ according to the types
of emoji. A much concrete objects were easily
understood as compared to abstract ideas and
concepts. As presented in Table 1, sixteen
emojis were identified to be useful and not to be
misunderstood. They further identified emojis
that were designed to represent symbols are the
hardest to understand. Especially the symbols
that need some cultural background or knowledge
such as Chinese, Japanese and Korean characters
emoji (Częstochowska et al., 2022).
Table 1: Emojis that are useful and not to be misunderstood
Amalina & Azam (2019) conducted a study to
learn how emoji interpretations varies between
three cultures in Malaysia. The study explored
five most used emojis as presented in Table 2.
Table 2: Most used emojis
It was found that even the meaning of these
emojis were universally understood but the
interpretations between cultures differ. It was
found Malays, Chinese and Indian have the most
interpretation for the face blowing a kiss emoji
followed by the crying face emoji, face with
happy tears, sleeping face and finally screaming
in fear face emoji. Therefore, misunderstanding
is likely to happen when communication was
made interculturally.
Conclusion
Message expression and interpretation of
nonverbal communication are fluid and differs
from one culture to another. A yawning emoji
may symbolise boredom in one society and
sleepiness in another. In short, both senders
and receivers need to be of the same, or at
least be exposed to each other’s culture to
successfully sync to the intended message.
Abstract ideas are the hardest to decode when
complemented with emojis, thus increasing the
likelihood of misinterpretation of messages.
With an overwhelming growing number of
emojis currently made available to users, new
additions would only add ambiguity to their
meanings making communication less effective.
Future exploration on message mismatch could
help better understand human interpretation of
nonverbal communication in different cultures
over time.
The Art Of Nonverbal Communication: Emoji
ARTe: Art & Expression, September 2022 |50
CHAPTER 8
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