Category Final Year Project

• 1) AMIRUL IRFAN BIN SHAHRUL NIZAM
• 2) BADRULZAMAN BIN BOLHASAN
• 3) DALILAH ULFAH BINTI MAT SALLEH
• 4) DAYANG AI BINTI HAMZAH
• 5) FARISHA NABIHA BINTI SYAMSURIZAM
• 6) FATHEHA BINTI YUSMAN
• 7) HANIS BINTI MORSHIDUL AHYAD
• 8) HAZIM SYAZANI BIN ABDUL KARIM
• 9) HAZIQ NAQIUDDIN BIN ZAINUDDIN
• 10) IMAN ZAIM BIN NORFAZLI
• 11) JASMINE ATHIRAH BINTI HANIF
• 12) MOHAMAD SYAFIQ HAMDANI BIN SAMSURI
• 13) MOHD. ANIQ BIN JOHARI
• 14) MUHAMMAD AMIR HAKIM BIN MOHD ZAWAWI
• 15) MUHAMMAD AMIRUL HAKIM BIN MOHD RAMLI
• 16) MUHAMMAD HAMDANI BIN NAILI ROHMANU
• 17) NOR ATHIRAH BINTI MD NOOR @ MOHAMAD
• 18) NUR AFRINA BALQIS BINTI ABDUL RAZAK
• 19) NUR AFRINA HANI BINTI ZULKIFLI AMIN
• 20) NUR AINA FARZANA BINTI GHAZALI
• 21) NUR ALYA BINTI ASMIZI
• 22) NUR ATIRA NABIHA BINTI MOHD ZAINUDDIN
• 23) NUR DANIA
• 24) NUR ERYNA SYAQIRA BINTI ZULAZRI
• 25) NUR FATIMAH BINTI MOHAMAD HANAPI
• 26) NUR FAZREEN AQILAH BINTI MUHAMAD FADZIL
• 27) NUR HABIBAH MAISARAH BINTI MOHD NOR
• 28) NUR SYAZWINA BINTI MOHD ROZALI
• 29) NUR SYUHADAH BINTI NOOR’ALIM
• 30) NUREEN NATASYA BINTI KAMAL ARIFIN
• 31) NURINA IRDINA BINTI NASHARUL KAMAL
• 32) NURUL IZZATI BINTI KAMARUDIN
• 33) QUTRENNADA BINTI KHAIRULNIZAM
• 34) RABIATUL ADAWIYAH BINTI SUFFIAN
• 35) REZUAN NURHAKIM BIN BAKHTIAR
• 36) SHARIFAH NUR AIN ASIYAH BINTI SYED OMAR
• 37) SHIFAA BINTI MOHD SHAHIR

Assessments

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 Assignment 30% (Lecturer)

• 10% Assignment 1 (Project Motivation) (Form F2) – Due date (17/11//2024)
• 10% Assignment 2 (Literature Review) (Form F3) – Due date (2/1//2025)
• 10% Assignment 3 (Methodology) (Form F4) 
  

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 Presentation 25% (Lecturer, supervisor & Examiner)

• Project Formulation Presentation Form (F7) (**progress) – Lecturer (10%)
• Project Formulation Presentation Form (F7) (**final) – Supervisor (10%) & Examiner (5%)
  

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Written report 45% (Supervisor & Examiner)

• Project Formulation Evaluation Form (F8) – Supervisor (30%) & Examiner (15%)
  

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List all forms:

In this course the student will be exposed to the different types of research project and learn to propose a complete research project. The students will be guided to produce a proposal of an intended project. The guidance will include theoretical research and it can culminate in model program intended for testing out the theoretical findings.

At the end of the course, students should be able to:

• Explain the gaps obtained from literatures in the area of computing sciences.
• Propose appropriate solution to computing sciences problem. 
• Present the propose solution to computing sciences problem.
  

Course Syllabus

Topic	Remarks
WEEK 1  (24/10 –28/10) Overview of CSP600 • Project Formulation  • Introduction to Ethics	Lecture 1 Introduction to the course Lab 1:  Identify supervisor Choose a topic & supervisor
(31/3 – 4/4)	Special Festive Holiday (Raya Aidilfitri)
WEEK 2  (7/4 – 11/4) Choose a Project  • Area of Interest  • Identify Stakeholder  • Sample CS projects	Start Entrance Survey (7 Oct – 3 Nov 2024) Lecture 2 Choose a Project Project formulation Lab 2:  Discussion of topic and project
WEEK 3 (14/4 – 18/4) Project Description  • Research Questions Formulation  • Problem Statement, Objective(s), Scope and Significance Identification	End Entrance Survey (7 Oct – 3 Nov 2024) Submit Mutual Acceptance Form(F1) Lecture 3 Overview about Chapter 1 Lab 3:  Discussion of project motivation
WEEK 4 (21/4 – 25/4) Proposal Outline Presentation  • Individual Presentation	Lecture 4 APA style Edition Lab 4:  Individual presentation of Chapter 1
WEEK 5 (28/4 – 2/5) Proposal Outline Presentation  • Individual Presentation	Lecture 5 Overview about Chapter 2 Literature review 1 Literature review 2 Lab 5:  Individual presentation of Chapter 1 (continue)
WEEK 6 (5/5 – 9/5) Proposal Outline Presentation  • Individual Presentation	Submit Project Motivation (F2) and Chapter 1 – Due (17/11/2024) Lecture 6 Literature review 3 Lab 6:  Individual presentation of Chapter 1 (continue)
WEEK 7 (12/5 – 16/5) Literature review  • Format of report submission  • Referencing tools (Mendeley)  • Citations and References  • Plagiarism  • Ouriginal	Lecture 7 Plagiarism Lab 7:
WEEK 8 (19/5 – 23/5) Literature review  • Project framework  • Similar work/ comparison of techniques	Lecture 8 Overview about Chapter 3 Watch Lecture Session Lab 8:
WEEK 9 (26/5 – 30/5)   Methodology  • Software development methodology  • Techniques/Algorithm development	Lecture 9 Methodology Lab 9:
(2/6 – 6/6)	Semester Break
WEEK 10 (9/6 – 13/6) Methodology (cont.)  • Project Design (System architecture, use-case diagram, ER-diagram, storyboard, process flowchart)	Lecture 10 Lab 10:
WEEK 11 (16/6 – 20/6)   Progress presentation • Individual Presentation	Submit Project Chapter 2 (Literature Review) and Form F3 – Due (2/1/2025) Start Student Feedback Online (SuFO) (10 Jun – 14 July 2024) Lecture 11 Lab 11:
WEEK 12 (23/6 -27/6) Progress presentation • Individual Presentation	Start Exit Survey (24 Jun -7 July 2024) Lecture 12 Lab 12:
WEEK 13 (30/6- 4/7) Progress presentation • Individual Presentation	Lecture 13 Lab 13:
WEEK 14 (7/7 – 11/7) Final Proposal Presentation • Proposal Report + Plagiarism Report Report Submission + Ethics Forms	Start Student Feedback Online (SuFO) (6 Jan – 9 feb 2024) Start Exit Survey (6 Jan – 9 feb 2024)
(14/7 – 18/7)	Study week
(21/7 – 10/8)	End Student Feedback Online (SuFO) (6 Jan -9 feb 2024) End Exit Survey (6 Jan -9 feb 2024) Final Examination Week
(11/8 – 28/9)	Semester Break

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SESI MAC 2024- SEPT 2024

Why you do the research.

Who can benefit.

GIve a group of user can benefit from the system/project.

The aim of this Final Year Project is to clearly define the primary goal of the research by stating it in a concise, single sentence that captures the core purpose of the entire project. This aim serves as the foundation for all activities, development, and analysis carried out during the research, guiding the direction and focus toward solving a specific problem or achieving a particular innovation. By articulating a clear and focused aim, the project ensures alignment with its objectives and helps communicate its significance and intended outcomes to supervisors, examiners, and stakeholders.

To fulfill the aim of this Final Year Project, three key objectives have been established. The first objective is to conduct a comprehensive analysis of the problem domain and gather relevant user or system requirements to ensure the solution is aligned with actual needs. The second objective is to design and develop a working system or application that incorporates essential features, functionality, and user-friendly interfaces based on the gathered requirements. The third objective is to evaluate and test the developed solution through user feedback and performance assessments to validate its effectiveness, reliability, and potential for real-world application.

Objectives should contain 3 objectives.

• 1) To study/examine/explore/find certain algorithm to solve the problem.
• 2) To develop/construct/model/ app/system/game using the algorithm.
• 3) To evaluate/test the functionality of the app/system

The objectives must tally with the problem statement and mention in details the implementation in the methodology.

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INTERACTIVE SPELLING GAME-BASED LEARNING FOR PRESCHOOL STUDENTS

This project aims to develop an interactive mobile game to hone English spelling skills among preschool students. The objectives of this proposal are:  

1. To study the approach of interactive learning method by game-based learning.
2. To develop an interactive spelling game for mobile.
3. To test the functionality and usability of interactive spelling games.

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EV CHARGING APPLICATION USING HAVERSINE DISTANCE ALGORITHM

This project aims to develop EV charging application in mobile platform. The objectives of this project are:  

1. To study a suitable algorithm to find the nearest EV charging station.
2. To develop the EV Charging Station Locator using Haversine Distance algorithm for distance calculation.
3. To test the functionality of the EV Charger Station Locator mobile application.

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DROWSINESS DETECTION APPLICATION USING LANDMARK DETECTION

This project aims to develop facial expression recognition for drowsiness detection in mobile platform. The main objectives of this project are: 

1. To study the suitable facial expression recognition algorithm for mobile application.
2. To design and develop driving alert system based on facial expression recognition.
3. To test the functionality of facial expression recognition on mobile application.

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PERSONALIZED WARDROBE STYLIST RECOMMENDER SYSTEM USING ARTIFICIAL INTELLIGENCE APPROACH 

This project aims to develop a mobile application personalized stylist recommender system using AI specifically for the fashion domain to provide tailored outfit suggestions and improve wardrobe utilisation. Thus, the objectives include: 

1. To identify a suitable AI-driven recommendation approach in personalized fashion recommendations and wardrobe management. 
2. To construct a mobile application personalized stylist recommender system for generating outfit suggestions and managing wardrobes based on the identified approach. 
3. To evaluate the performance of the recommender system using relevant evaluation metrics. 

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INTERACTIVE TAJWID MEMORIZATION MIND MAP GAME

This project aims to develop an Interactive Tajwid Memorization Mind Map Game specifically for primary school students preparing for PSRA exams, students with general memorization difficulties and ADHD to enhance their memorization and retention skills in the Tajwid subject. Thus, the objectives include to:  

1. To identify suitable approach to enhance memorization in Tajwid subject. 
2. To develop a web-based interactive Tajwid mind map memorization game. 
3. To evaluate the game’s effectiveness in improving Tajwid memorization of students. 

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 GAMIFIED LEARNING FOR FOUNDATIONAL LITERACY AND NUMERACY: A GAME FOR MALAYSIAN CHILDREN AGED 7 

This project is focusing on developing a game specifically for foundational literacy and numeracy to provide an engaging, interactive platform that nourishes reading, writing, and counting skills in a structured and enjoyable way for young learners. Thus, the objectives include to: 

1. To identify the elements of game-based learning in enhancing foundational literacy and numeracy skills.  
2. To develop game-based learning by using K-Nearest Network (KNN) to enhance foundational literacy and numeracy skills  
3. To test the functionality and usability of game-based learning by using K- Nearest Network.  

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 WEB-BASED MERCHANDISE SYSTEM USING INTERACTIVE MULTIMEDIA 

In order to overcome the problem in e-commerce web-based platforms, this project aims to develop a web system specifically for web-based merchandise by using interactive multimedia methods. Thus, the objectives include to:  

1. To identify suitable 3D features in e-commerce system.  
2. To develop merchandise web-based using 3D features.   
3. To evaluate the functionality of the system.  

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WEB-BASED MERCHANDISE SYSTEM USING INTERACTIVE MULTIMEDIA 

The project aims to create a corrosion classification system designed specifically for the oil and gas sector that uses image processing and Transfer Learning to automatically recognise and evaluate corrosion from images of equipment surfaces. Therefore, the objectives include the following:  

1. To identify machine learning algorithms for classifying early corrosion in land-based image data.   
2. To develop CorroSense that can analyze image data by Transfer Learning.    
3. To evaluate CorroSense using performance metrics across diverse environmental conditions and image qualities. 

• Working title that clearly reflects the project.
• Select a title that is appealing.
• It should capture the attention of the readers and want them to read your work.
• It must be consistent with what you do in the paper. Some titles are misleading.
• Create clear, short, catchy titles are often better cited.
• Avoid very long titles.
• Make it look like a project/product/prototype not a research title.
• Mention technique/method used in the project.

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Example of titles:

Application

• Uitm Bus ETA Mobile Application using Predictive Analysis 
• Intelligent Mobile Speech To Speech Translation 
• Smartphone Ranking using Sentiment Analysis 
• Travel with Pet Mobile Application using Web Scrapping Dom Parsing
• Development of Mobile Application with Malay Hadith Search Engine 
• Mobile Application with Malay Traditional Pantun Search By Text Image 
• Mobile Nutrition Tracker using Total Daily Energy Expenditure Multi Point Tracking System – Childcare Tracking System
• Mobile Apps – Emergency Guidance Development of Digital Storytelling Based on Guided-Narration using Voice Controlled
• Mobile Application Interactive Storytelling: History of Melaka 
• Yalla Hajj: Hajj Guidance with Muslim Pilgrims’ Mobile App using Storytelling Approach
• Development of Mobile Application with Hajj and Umrah 
• Mobile Messaging Application using Aes Algorithm Encryption 
• Parametric EFWITH Estimation Model with Mobile Apps 
• Android Voting System with Mpp Election using Facial Recognition Authentication Process 
• Sensor Based Drowsiness Detection Application 
• Mobile Apps with Insuline Control with Gestational Mellitus Diabetes (GDM) Patients 
• Vaccine Passport Mobile Application 
• Student Internship Application 
• Online-Onsite Mobile Apps with Makeshift Food Seller 
• Uitm Sport Facilities Booking App 
• QR Code Application with Coupon College 
• Encrypted Messaging Application using 3D-AES Algorithm 
• Waste Sorting System using Deep Learning with Recyclable Material (Mobile Apps)
• Ride-Hailing App on and Off Campus (Mobile Apps)
• Social Story Telling with Autism Learning (Mobile App)
• Social Story Telling with Autism Learning (Mobile App)
• Supermarket Checkout Apps with Budget Tracker and Recommendation System
• Himpunan Kisah Nabi Apps 
• Mobile Application with Disable-Friendly Smart Parking System
• Melanoscan: Skin Cancer Detection in Mobile Application
• Mobile-Based Make Up Beauty Recommender with Malaysian Skin Tone
• E-Waste Smartbin Disposal App
• Mobile Application Shift Scheduling using Optimization and Visualization 
• Education App with Learning History of Melaka with Maps
• Augmented Reality Science Learning Cards Mobile App
• Interactive Folklore Storytelling App with Voice Recognition 
• Kid’s Perwithmance Tracker using Mobile App
• Augmented Reality To Learn Introduction To Interactive Multimedia (Mobile Apps) 
• Mandarin Speaking Assist with Introvert: A Mobile App
• Wayz-To-Clazz: Indoor Nagivation Mobile App To Find Ways To Class in KPPIM
• Real-Time Group Tracking Application
• Virtual Shoe Closet: A Camera-Based Sneakers Shopping App
• AI-Powered Skin Health Care App with Face Scanning with Women

System

• Credit Transfer System (Web-Based) 
• Budget Management System (Web-Based) 
• Analysis on Different Method of Visualization on Most Liveable Capital City 
• Cleaning Services Outsourcing using Web Scrapping 
• Auto Keyword Extraction with Text Summarization in Single Document Malay News Article 
• Retrieval of Sentences From Al-Quran 
• Japanese-Malay Language Translator 
• Sentence Selection Algorithm with Automatic Malay Text Summarization 
• E-Faraid System 
• Depressive Mood Analysis System Among Youth on Twitter in Malaysia 
• A Quick Response(QR) Based System with Student Attendance 
• RIG Membership System using MVC-Based Framework 
• Context-Aware Self-Manage Attendance System 
• Abnormality Detection on Solar Monitoring System using Data Visualization 
• 2D Simulation of Controlling Traffic Light Sequence
• Fitness and Bodybuilding Coach with Youngster using Rule-Based Technique 
• Attendance Monitoring and Reporting Application using Crowdsourcing Technique 
• Timetable Generator with Level 2 Primary Schnool Students using Constructive Approach 
• Content-Based Document Search 
• Employee Worktime Tracking using Geofencing 
• Location Based Application with Tawaf Assistance using Geofencing 
• Exploring Trends in Digital Addiction using Data Visualization 
• Faulty Detection with Underground Tank using Data Visualization 
• Household Income Visualization using Multidimensional Techniques
• Data Visualization with Uitm Enterprise Risk Management System
• Smart Robot with Covid-19 Patient
• Real Time Interactive Finder with Uitm Shah Alam
• Interactive Learning Content with Data Visualization on MOOC
• Dashborad of Autism Learning Progress with Autism Children
• Determine The Ripeness of Fruit using Image Processing
• Applying Depression Anxiety Stress Scales (Dsass) Tool in Digital Storytelling
• Attention Retention Approach in MOOC Learning Environment
• Melanoma Skin Cancer Detection System
• User Experience Measurement using Uitm Enterprise Risk Management
• E-Learning Content with Basic Programming using Permissive Approach
• Speech Therapy with Autism Children
• Video Content Managemnt with Educational Purposes
• Intelligent Way Finder with Hospital Uitm
• Learning Daily Du’as Platwithm with Children
• Voice Translator of Basic Spoken Words To Sign Language Symbol 
• Belum Temenggor Fauna Visualization using Multidimensional Techniques
• E-Muslim Traveller: Locating Place with Jama’ and Qasar Prayer using Haversine Method
• Belum Temenggor Flora Content-Based Image Retrieval
• Covid-19 : Indoor Premise Control Movement using Qr Code
• Learning Daily Du’as Platwithm with Children
• Taranum Training using Freeman Code Contour Matching
• Data Visualization with Uitm Enterprise Risk Management System
• Drag and Drop Graphic-Based Function in Creating Storytelling 
• Automatic Short Answer Marking using Inwithmation Extraction
• Park+Alert: Revolutionizing Parking Violation Assistance At Uitm Shah Alam
• Web Design with Academic Advisors and Students
• Uitm Bus Live Tracking with Visualization using GPS

Game and VR/AR

• Exposing Early Childhood on Good Character Education Via Interactive Storytelling Games
• Interactive Location Based Gps Game in Shah Alam
• Firefighter Training Simulation in VR
• Immersive Experience of E-Commerce Product using Augmented Reality
• Interactive Game To Learn Addmath with Students
• Enhancement of Serious Game Elements in Pharmacy Learning Application
• Gamification in MOOC
• 2D Simulation of Controlling Traffic Light Sequence 
• Immersive Product Experience using Augmented Reality
• Learning Rainwithest Plant using AR
• Interactive Digital Map with Shah Alam
• Interactive Game To Learn Addmath Multi-Label Classification on Music Audio
• Virtual Reality: Handballxplore 
• Tourism Game: Walk CuLture
• Interactive Digital Storytelling: A Cat’s Journey
• Fitfocus, Stay Fit, Stay Healthy
• Ar Digital Storytelling with Speech Delayed Kids 
• Borneo Culture Musuem Via Non-Immersive 3d Walkthrough 
• Interactive Games: Digital Escape Quest
• Tirani: A Novel Digital Storytelling
• Learn & Play Sign Language
• Interactive Virtual Reality: Learn Programming
• Botanical Knowledge: A Gamified Approach To Malaysian Flora Education
• Wild Rescue Heroes: An Interactive Storytelling 
• Digital Storytelling: Life As A Victim
• Taste of Malaysia: A Culinary Educational Game
• Borneo Cultural Virtual Museum: A Digital Storytelling
• Augmented Reality: Educational Virtual Zoo
• The Dusun Language Quest: Preserving Heritage Through Play
• Fireguard VR Game in Workplace: Reducing Motion Sickness using Teleportation Method
• The Adventure of Kinabalu Game using Flocking and Swarm  Algorithm To Non-Playable Character
• Multiplayer Application  of Virtual Reality Flood Simulation
• NPC Based Language Learning in Immersive Environment
• Autiheart: Navigating Emotions Game
• Virtual Reality of First Aid Training on Soft Tissue Injuries with First Responders
• Educational Game: Fun Run with Math Year One
• Interactive Game of Folklore Stories: Legend of Mahsuri
• AR Visualization of Chemical Reactions on The Periodic Table
• Immersive Game-Based Learning with Programming Language Through Visualization
• “Whispers of The Past: Our Cultural Narrative” Interactive Storytelling on Sabah Intangible Cultural
• Heritage
• Campus Indoor Navigation using Augmented Reality
• An Educational Game with High School Physics
• Flameguard: Interactive Game with Fire Emergency Preparedness
• Exploring Malaysian History Through Immersive Game-Based Learning
• Diary Atok: Exploring Malay Cuisine Through Interactive Games
• Barista Bliss: A Platinum Café Game Simulation
• Gamification: Digital Audio Workstation 
• Aroma: Local Cuisine Exploration 
• Katakana Quest Game
• JPJ Simulation Test Driving Game
• Rhythm Game: Rhythmic Fusion

Artificial intelligence

• Ideal Weight Prediction From Wearable Data using Genetic Algorithm 
• Cgpa Predictor using Data Mining Decision Tree Prediction Technique 
• Best Flight Path Prediction using Djikstra and Regression 
• Scammer Detector with Online Advertisement By using Principle Component Analysis (PCA) 
• Halal Detection System By using Pattern Recognition 
• Local Fruit Tree Leaf Disease Detection using Pattern Recognition 
• Learning Disabilities Recognition System using Neurophysiological Computational Approach 
• Driver Behaviour Through Speech Emotion Recognition System 
• Human Fall Activity Recognition using Convulational Neural Network 
• Malaysian Children and Teenagers Anthropometic Sizing System By using Clustering Technique
• Speech Features Analysis By using Visualization Techniques 
• Foodai: Calorie Counter with Malaysian Food Based on Deep Learning Object Detection 
• Stories Summarization in Al-Quran using Neural Network 
• Waste Materials Classification using Image Processing and AI 
• Web-Based Search By Image using CNN 
• Halal Hair Care Product Recommender System using Web Scrapping 
• Recommender System with Travel Places in Malaysia 
• Online Book Recommender System By using Collaborative Filtering 
• Cooking Recipes Rating Based on Sentiment Analysis 
• Semantic Analysis on Product Review using X Algorithm 
• Fake News Detection on Social Media using Sentiment Analysis 
• Detection of Racism in Malaysia using Sentiment Analysis 
• Online Shoes Recommender System with Potential Buyer using Apriori Algorithm 
• Jobs Failure Classification using Cloud Datasets 
• Resource Utilization Prediction in Cloud Data Centers 
• Tarannum Tone Recognition
• Mood Prediction Based on Menstrual Cycle 
• Plant Identification using Image and Machine Learning
• Local Skincare Recommender System using Web Scrapping 
• A Prototype with Detection of Autistic Children Based on Analysis of Handwriting Image 
• Voice Translator of Basic Spoken Words To Sign Language Symbol
• Prediction of Football Matches Based on Players’ Statistics 
• Factor Scoring and K-Means Algorithm To Predict Student Counselling
• Emotion Recognition using Speech with Children with Learning Disability 
• Food Recommender using Collaborative Filtering and Geofence Method
• Text Recognition System
• Autism E-Marketplace: Intelligent Chatbot
• Detection and Classification of Tuberculosis (Tb) Based on Chest X-Ray Images using Deep Learning
• Multilingual Sentiment Analyzer using Corpus-Based Approach
• Digital Road Sign Detection with JPJ Test By using OpenCV
• Improving Secondary Student Pronunciation Skills Through Gamified Questions and Speech Recognition
• Image Recognition with Malaysian Kueh
• Optimizing Silat Gayong Moves: Posture Detection and Correction
• Song Recognition System: Tunetide
• Chronic Kidney Disease Prediction Tool
• Autistic Kids Emotion Recognition
• Jawi To Bahasa Melayu : Image Recognition 
• Malaysian Sign Language Finger Spelling
• Intelligent Conversation Virtual Pet with Mental Health using Natural Language Processing
• Automated Voice Recognition Tajwid Checking System
• Japanese Mastery:  Japanese Characters with Beginners with Handwriting Recognition
• Tasbeehtally: Your Dhikr Companion using Speech Recognition
• Facial Emotion Detection with Autistic Children using CNN
• Mango Leaf Disease Recognition using CNN
• Optical Mark Recognition with MCQ Grading
• Dermatology Skin Image Analysis with Uitm Students using CNN
• Automated Generation of Ingredient Inwithmation From Malay Food Images
• Twisted Fairy Tales using AI
• AI Spelling Tutor System with Children

CSP750:

Output: 3 chapters – (Chapter 1- Chapter 3), Format – UiTM Thesis (download dari website IPSIS)

Bilangan references: Sekurang-kurangnya 30

Kuantiti patah perkataan = Kurang daripada 15,000 patah perkataan.

Pemeriksa: Pengajar dan Penyelia

CSC734:

Output: 6 pages Camera-ready conferences paper

Pemeriksa: Penyelia dan Pemeriksa

CSP760:

Output: 5 chapters – (Chapter 1- Chapter 5), Format – UiTM Thesis (download dari website IPSIS)

Bilangan references: Sekurang-kurangnya 50

Kuantiti patah perkataan = MIN = 15,000 patah perkataan, MAX = 20,000 patah perkataan

Pemeriksa: Penyelia dan Pemeriksa

Watch out this words:

• Non-quantitativeE.g. low/high, Extremely, Enormous, Rapidly, Dramatic, Massive, Considerably, Exceedingly, Major, Minor.
• Very,quite,slightly, etc. Quantitative description is always preferred
• Avoid “of course”, “clearly” and “obviously”
• Avoid unnecessary words. For instance, change:
  • “in order to” to “to”; 
  • “whether or not” to “whether”; 
  • “is equal to” to “equals”
• Normally, do not use I; Avoid starting a paragraph with I; 
• Do not use the royal “we” on a sole-authored paper 

Data:

• Explain what type of data used and list data sources
• State the frequency of the data and the sample period/sample size
• Discuss any modifications to the raw data 
• If data involves a comprehensive list, it is a good idea to make a table showing each series, how they are constructed, data sources, etc. Alternatively, can use a data appendix.
• Provide descriptive statistics

Using In-text Citation

Include an in-text citation when you refer to, summarize, paraphrase, or quote from another source. For every in-text citation in your paper, there must be a corresponding entry in your reference list.

APA in-text citation style uses the author’s last name and the year of publication, for example: (Field, 2005). For direct quotations, include the page number as well, for example: (Field, 2005, p. 14). For sources such as websites and e-books that have no page numbers, use a paragraph number. More information on citing sources without pagination is given on the APA Style web page.

Example paragraph with in-text citation

A few researchers in the linguistics field have developed training programs designed to improve native speakers’ ability to understand accented speech (Derwing, Rossiter, & Munro, 2002; Krech Thomas, 2004). Their training techniques are based on the research described above indicating that comprehension improves with exposure to non-native speech. Derwing et al. (2002) conducted their training with students preparing to be social workers, but note that other professionals who work with non-native speakers could benefit from a similar program.

References

Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245-259.

Krech Thomas, H. (2004). Training strategies for improving listeners’ comprehension of foreign-accented speech (Doctoral dissertation). University of Colorado, Boulder.

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General Guidelines

In-text references should immediately follow the title, word, or phrase to which they are directly relevant, rather than appearing at the end of long clauses or sentences. In-text references should always precede punctuation marks. Below are examples of using in-text citation.

Author’s name in parentheses:

One study found that the most important element in comprehending non-native speech is familiarity with the topic (Gass & Varonis, 1984).

Author’s name part of narrative:

Gass and Varonis (1984) found that the most important element in comprehending non-native speech is familiarity with the topic.

Group as author:

First citation: (American Psychological Association [APA], 2015)
Subsequent citation: (APA, 2015)

Multiple works: (separate each work with semi-colons)

Research shows that listening to a particular accent improves comprehension of accented speech in general (Gass & Varonis, 1984; Krech Thomas, 2004).

Direct quote: (include page number)

One study found that “the listener’s familiarity with the topic of discourse greatly facilitates the interpretation of the entire message” (Gass & Varonis, 1984, p. 85).

Gass and Varonis (1984) found that “the listener’s familiarity with the topic of discourse greatly facilitates the interpretation of the entire message” (p. 85).

Note: For direct quotations of more than 40 words, display the quote as an indented block of text without quotation marks and include the authors’ names, year, and page number in parentheses at the end of the quote. For example:

This suggests that familiarity with nonnative speech in general, although it is clearly not as important a variable as topic familiarity, may indeed have some effect. That is, prior experience with nonnative speech, such as that gained by listening to the reading, facilitates comprehension. (Gass & Varonis, 1984, p. 77)

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Works by Multiple Authors

APA style has specific rules for citing works by multiple authors. Use the following guidelines to determine how to correctly cite works by multiple authors in text.  See pages 174-176 of the manual.

Note: When using multiple authors’ names as part of your narrative, rather than in parentheses, always spell out the word and. For multiple authors’ names within a parenthetic citation, use &.

See chart on page 177 of the manual for useful information on authors.

One author: (Field, 2005)

Two authors: (Gass & Varonis, 1984)

Three to five authors: 

First citation: (Tremblay, Richer, Lachance, & Cote, 2010)
Subsequent citations: (Tremblay et al., 2010)

Six or more authors: (Norris-Shortle et al., 2006). 

Example paragraph with in-text citation

A few researchers in the linguistics field have developed training programs designed to improve native speakers’ ability to understand accented speech (Derwing et al., 2002; Thomas, 2004). Their training techniques are based on the research described above indicating that comprehension improves with exposure to non-native speech. Derwing et al. (2002) conducted their training with students preparing to be social workers, but note that other professionals who work with non-native speakers could benefit from a similar program.

References

Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23(4), 245-259.

Thomas, H. K. (2004). Training strategies for improving listeners’ comprehension of foreign-accented speech (Doctoral dissertation). University of Colorado, Boulder.

Note: As you can see the citation Derwing et al., 2002 will be display at reference with also the name Derwing. So the reader know that citation refer to which reference.

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Citing Web Pages In Text

Cite web pages in text as you would any other source, using the author and date if known. If the author is not known, use the title and the date as the in-text citation (for long titles just use the first few words). Your in-text citation should lead your reader to the corresponding entry in the reference list. For sources with no date use n.d. (for no date) in place of the year: (Smith, n.d.). Below are examples of using in-text citation with web pages.

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Web page with author:

In-text citation:

Role-play can help children learn techniques for coping with bullying (Kraiser, 2011).

Reference entry:

Kraizer, S. (2011). Preventing bullying. Retrieved from http://safechild.org/categoryparents/preventing-bullying/

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Web page with no author:

In-text citation:

The term Nittany Lion was coined by Penn State football player Joe Mason in 1904 (All things Nittany, 2006).

Reference entry:

All things Nittany. (2006). Retrieved from http://www.psu.edu/ur/about/nittanymascot.html

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Web page with no date:

In-text citation:

Establishing regular routines, such as exercise, can help survivors of disasters recover from trauma (American Psychological Association [APA], n.d.).

Reference entry:

American Psychological Association. (n.d.). Recovering emotionally from disaster. Retrieved from http://www.apa.org/helpcenter/recovering-disasters.aspx

APA Citation

• One author: (Field, 2005)
• Two authors: (Gass & Varonis, 1984)
• Three or more authors:  (Tremblay et al., 2010)

As in any kind of writing, it is necessary to present the background or the scenario or the current situation relating to the issue or the focus of the research. In a story, it is known as scene-setting presented in prose so the reader will understand what the current situation is. This section also explains why it is necessary to conduct research in order to address the issue, the step of indicating a gap. The background can be started with:

• An existing situation that is common knowledge or which has been researched into earlier.
• The present study attempts to build on or even counter the earlier findings.
• A statement relating to something ordinary with reference to our everyday lives.

The opening line in the background of the study is usually the “kicker” of the writing process just as the whole introduction chapter is the jumpstart of the thesis.

Please give at least 5 citations to support your introduction. Your reference doesn’t have to be the latest because maybe some references refer to the basic fundamental or highlight certain past researchers.

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Title: Introduction for chapter 1

This chapter discusses the research background that drives this project and the reasons why it is important. Following an explanation of the problem statement, which clarifies the problem to be solved, comes the study’s scope, which establishes the project’s main objectives. The research questions and objectives are then presented, which briefly outline the project’s progression and finally provide an idea of what to anticipate from this study. At the end of this chapter, the study’s importance for this project will also be discussed. 

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Title: Gestational diabetes mellitus prediction

Gestational diabetes mellitus is a condition where a woman has a high blood sugar level during their pregnancy. Approximately 87.5% of all diabetes in pregnancy, is gestational diabetes mellitus (GDM) (Lefkovits et al., 2019). There are two classes of gestational diabetes which are type 1 and type 2. Women with type 1 can manage it through diet and exercise and those who have type 2 need to take insulin or other medications. GDM usually happens in the second half of pregnancy. Usually, the time range where the doctor will check for GDM is between week 24 and week 28. But if you are at high risk the doctor will check sooner. (Common knowledge about the topic selected)

Diagnosing women with GDM is crucial during early pregnancy to reduce maternal and neonatal morbidity. Based on the current screening guidelines, there will be two tests to diagnose GDM. According to Iftikhar et al. (2020), the first diagnostic consist of a 50 g of oral glucose challenge test performed after 24 weeks gestation, followed by a second diagnostic test guideline. If the patient is at high risk but the test results are normal, the doctor might test again later in pregnancy to get the confirmation. This will require more time to do the screening again. A lot of research in cohort studies has been made using predicting modeling techniques where the patients are followed up routinely. (Describe more on common knowledge and focus on a certain area)

However, according to Qiu et al. (2017), the studies on risk factor analysis did not consider the details of gestational trimesters. The risks for GDM can be predicted in the first trimester of pregnancy according to the mix of maternal demographic and characteristics.

If we can predict disease earlier, we can improve health and improve outcomes (Sundeep Bahn, 2017). The machine learning algorithm is one of the AI techniques that are capable to predict the percentage of a pregnant woman who diagnosed with gestational diabetes mellitus earlier. Machine learning methods application can give worthy information and prediction on health risks based on the electronic health record dataset. According to Shinde and Rajeswari (2018), the recent machine learning algorithms progress in designing and applying it on Electronic Health Record (EHR) dataset has given positive results. Machine Learning algorithms facilitate the development of intelligence into a machine. Hence, it can perform better in the future using the experience that has been learned. In this research, the early prediction of GDM will be made based on multiple common risk factors of the pregnant woman. (Highlight the importance of this research)

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Title: Fostering Malay Culture Into Digital Storytelling Game

Malaysia is in the Asia continent and one of the Southeast Asia countries that is famously known for its diversity. The population of Malaysia includes the Malays, Chinese, Indians and other indigenous bumiputra. Malaysia culture is diverse because of the mix of external cultures during the growth and establishment of Malaysia as a nation (Muhamad et al., 2023). Malay culture symbolizes the social and cultural aspect that is characteristically Malay (Ali, 2022). There are many ways of promoting culture. For example, Koreans use digital storytelling which is through Korean drama to promote their culture. People progressively learn about Korean culture and become interested with anything related to Korean (Pha & Lhe, 2022). 

Storytelling is the sharing of values, knowledge and experiences. There are many types of storytelling which are oral storytelling and digital storytelling. Digital storytelling is the use of computer based tools and technology to present ideas or tell stories.Digital storytelling includes the combination of multiple multimedia components such as images, audio, text and animation (Choo et al., 2020). It can create an engaging experience for the youth. Furthermore, incorporating interactive experience in the storytelling such as gaming concepts are possible. Game in general is a type of structured play or activity that is freely controlled by the players for their own entertainment. In research, adding narrative components and storytelling to gamified environments can enhance students’ learning outcomes. (Jarrah et al., 2024). Although Malaysia has many vibrant cultures, the world has moved on and increasingly developed with new technologies which has made it a challenge for the younger generation to stay connected with the heritage especially for Malay culture.

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Title: Gamified Science Learning: Engaging Primary School Students Through Interactive Simulations Game

In this era of modernisation, technology has become an important part of the life of every society. These days, technology has developed and improved to make it simpler to utilize in daily life and at business. It cannot be denied that technology is now growing rapidly and has its own functions that make it used around the world to solve various problems. Therefore, there are various types of technology that are constantly used by every individual in their daily lives, such as mobile phones, social media, AI, and online banking. This technology can offer more effective and efficient facilities to each individual. There are also some technologies that are often used in the workplace that make it easier and more efficient. The development of this technology was widely accepted, making it one of the most glorious creations ever made by humans. 

Youngsters, especially primary school students, have been exposed to technology since the beginning in their daily lives. Therefore, at a time when technology is evolving, applying technology in learning has become crucial to applying more engaging and effective learning to students (- et al., 2024). In addition, applying technology and learning not only makes things easier for instructors but also helps in improving student knowledge in a more effective way. However, learning methods in primary schools still use traditional methods that reduce the effectiveness in honing critical thinking and increasing creativity in students (Videnovik et al., 2024). In addition, limited resources have also put pressure on the school to provide the best learning. This has an 2 impact on student engagement in learning as well as their understanding. 

In order to provide effective and efficient learning, superiors and teachers need to work together to find solutions that can lead to a high level of student understanding and attract their interest back to learning in a more effective way. Therefore, game-based learning, such as 3D simulation that combines technology and learning, can provide variations and improvements in the learning system, especially science learning that requires a lot of observation. This is because there are various activities and experiments that require the involvement of students in order to hone in terms of creativity. This activity can also encourage active learning and collaboration in groups not only in learning but also in daily activities(Videnovik et al., 2024). Thus, the application of game-based learning using 3D simulation may be able to help students enhance learning as well as reduce the burden of limited resources to do science activities. 

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Title:  Gamified Learning for Foundational Literacy and Numeracy: A Game for Malaysian Children Aged 7

In today’s evolving educational landscape, innovative approaches to teaching foundational skills are increasingly necessary, as many Malaysian children struggle with basic literacy and numeracy, affecting their academic success (Ministry of Education Malaysia, 2022). A significant number of 7-year-olds in Malaysia enter elementary school without sufficient readiness in these areas, highlighting the need for early educational interventions. Supporting this approach, a systematic review by Vankúš (2020) found that 84% of studies on educational games in learning contexts reported positive outcomes, reinforcing the effectiveness of game-based methods in enhancing foundational skills. 

Engaging instructional materials is critical for addressing early learning gaps, especially in literacy and numeracy. Traditional methods often fail to sustain young learners’ interest, leading to disengagement and low retention of key concepts. Game-based learning, however, taps into children’s natural curiosity and enjoyment of play, making education interactive and enjoyable. Through vibrant visuals, playful characters, and progressively challenging tasks, gamified environments encourage repeated practice, reward progress, and significantly enhance knowledge retention (Bishworup Adhikari, 2024). Unlike static teaching tools, these game-based approaches provide instant feedback and meaningful repetition, keeping children motivated and reinforcing skills. 

This educational game is designed to support Malaysian children in building essential reading, writing, and math skills through engaging, incremental modules tailored to their developmental needs. Therefore, It leverages interactive levels, progression rewards, and challenge-based tasks to provide a culturally relevant and engaging solution to the literacy and numeracy challenges faced by Malaysian children, setting them on a path toward academic success and a positive learning experience

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Title:  EJA JAWI: Learn Jawi For Kids 

Language is important for human interaction to express thoughts, emotions, and identity. It influences our interactions and connections with others, enabling us to share knowledge and experiences across generations. Jawi comes from the Arabic term “Jawah” and has a long history in the Nusantara region, with its development closely tied to the arrival of Islam during that time (Sejarah Asal-Usul Tulisan Jawi – Sinar Bestari, 2022). In Malaysia, students are introduced to Jawi writing at the primary school level. 

However, Jawi literacy is losing popularity among Malaysians, especially students. Many see learning Jawi as difficult and unimportant since it isn’t part of exams (Hamdzah & Surat, 2020). The lack of engaging teaching methods and resources also causes disinterest to the students. To ensure its effective mastery, Jawi should be taught not only in primary school but also further developed and reinforced in secondary schools and universities. This effort needs to be intensified and expanded beyond relying solely on Islamic Education (Fikri, 2023). 

As the future becomes more and more futuristic, teaching methods also need to evolve. Research shows that games can enhance student motivation and foster greater engagement in the learning process. By including gamification techniques, we can inspire students to be more creative and actively construct language for themselves (Saleh & Ahmed Althaqafi, 2022). This interactive media has great potential to improve elementary students’ understanding of syllable connections, including root words and (Shapii et al., 2020). It provides a fun and easy way to learn, as today’s students are drawn to engaging visuals, bright colours, and audio. By using game-based learning and interactive media, we can transform Jawi literacy into an engaging edutainment game for young learners. 

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Title:  An Ai-Assisting Tajweed Learning Mobile Application with Speech Recognition for Enhanced Quranic Recitation

Education is one of the fundamental components of a nation’s development. In Islam, the character and morals of students are strategically shaped by Islamic education, resulting in a generation that is not charismatic and high quality. One critical aspect of Islamic education is Tajweed learning, which is the science of correctly reading and pronouncing the letters of the Quran (Partono & Fransiska, 2020). Tajweed, the science of Qur’anic pronunciation, is an essential tool for a Muslim in reciting as it ensures the recitation is properly done as what has been practiced by the Prophet Muhammad s.a.w and his companions (Al Baqir Bin Othman et al., 2023). Tajweed learning aims to minimise errors in reading the Qur’an, resulting in a change in meaning. The second goal is to understand the Qur’an accurately (Prasmanita et al., 2020)

Tajweed education is essential for all ages, including children, teenagers, and adults (Hajar et al., 2024). However, learning Tajweed is a complex endeavour that requires guided instruction and consistent practice. In today’s fast-paced world, it can be difficult to set aside time for studying the Qur’an. Modernising learning management is crucial for effective and relevant Tajweed learning. Traditional Tajweed learning methods were effective, but have fallen behind the rapid advancement of technology and digital potential. In the current digital age, the younger generation is more responsive to interactive learning and relies on technology (Widat & Sandi Kurniawan, 2023). Tajweed is traditionally taught through “Talaqqi” sessions with teachers, beginning at a young age. Access to qualified Quranic teachers can be challenging in some locations due to limited time and resources (Al Baqir Bin Othman et al., 2023)Given this challenge, with the advancement of technology, particularly Artificial Intelligence (AI), this constraint can be addressed. It is necessary to transform Tajweed learning through a digital approach. The traditional face-to-face learning can be supplemented with an AI-based method for Quranic teaching and learning.