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Design+ Evaluating a building code app

to learn complex tasks such as computer programming. in the group using the app. These findings suggest that
They developed a prototype where users could type in biology instructors can leverage mobile application tools
the program editor window and simultaneously a concept to increase students’ motivation and help consolidate their
map would be created in the program. Using concept maps accuracy in species identification. 20
for learning is beneficial for encouraging explanation and A study on elementary school students examined the
reflection, which enhances critical thinking. 18 use of mobile learning systems and guidebooks to learn

2.6. Mobile learning through apps about plants. The results found a statistically significant
impact on students’ attitudes toward plant learning
Traditional learning has changed with the emergence when using mobile learning systems. Another study on
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of electronic learning (e-learning) and mobile learning physiotherapy students also assessed the use of mobile
(m-learning). The growing use of smartphones and tablets applications and traditional teaching sessions for learning
in the population makes it possible to enhance learning manual therapy. Their findings showed that students
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and motivation in education. Mobile devices allow who used the mobile app had higher scores in a post-
learning to extend outside of traditional classroom settings experimental test. McMullan developed an app to help
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by giving users the ability to obtain and share information, struggling medical students with calculating medical
collaborate, access educational content, and obtain help dosages. The app was designed to reduce cognitive
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anywhere at any time. 11,19 Mobile learning is a comfortable load when making calculations and was intended to
and effortless way of learning that can distribute the be used by both students and professionals. The results
cognitive load more efficiently. 11 revealed that participants’ ability to calculate increased
Mobile devices have various motivational benefits such and they were comfortable calculating dosages. In
as freedom, ownership, communication, enjoyment, and addition, participants also had a positive attitude toward
accessibility. Mobile learning gives students more autonomy the app and indicated that the app effectively supported
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and encourages more participation in their learning. Self- their learning. Zhonggen et al. also developed an app
determination theory (SDT) claims that students have to assess if it could efficiently increase the learning of
three psychological needs: autonomy, competence, and the English language, provide satisfaction, and reduce
relatedness. When these needs are satisfied, it results cognitive load. The results found that participants who
in psychological well-being. In turn, this satisfaction is used the mobile app had higher learning outcomes, higher
needed for intrinsic motivation. Two types of motivation satisfaction, and reduced cognitive load. Various reports
are alluded to in the SDT: autonomous and controlled. in the educational field also emphasize that the integration
Autonomous motivation is a result of determination and of digital competence in education is essential for future
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self-approval, whereas controlled motivation is triggered employability and knowledge acquisition.
by rewards, punishments, or introjection. 20 At present, there is a lack of research on apps that help
alleviate cognitive load associated with calculating building
Various studies have examined the use of mobile
learning techniques in classrooms to reduce cognitive load. codes. While building codes are complex and multifaceted,
Conventionally, biology students have relied on textbooks requiring a thorough understanding to ensure compliance,
to identify species in their field and courses. However, a the development and evaluation of tools that simplify these
study developed a mobile application, Arts App, to assess calculations remain underexplored. This lack of research
hinders the creation of user-friendly, efficient solutions
students’ intrinsic motivation, perceived competence, and tailored to the needs of designers, leaving them reliant
achievement compared to the traditional textbook. They on traditional, often manual methods that can be time-
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divided the students into two groups: the experiential consuming and error-prone. Addressing this gap could
conditions with the app and the control group with the lead to innovative applications that streamline the design
textbook. The findings revealed that the group who process, improve accuracy, and enhance productivity in
used the app had higher intrinsic motivation, perceived the building design industry.
competence, and achievement, unlike the control group.
The results aligned with the SDT, suggesting that students 3. Research methods
do better when they are driven by interest, given the
options, and feel in control because these factors satisfy 3.1. Research design
their need for autonomy, competence, and connection. In This study employed a survey design to test the hypothesis
addition, features such as interest, choice, and feedback, that the Building Code Calculator App would facilitate
which are already integrated into apps unlike textbooks, students’ progression through the different cognitive levels
account for the higher frequency of positive outcomes of Bloom’s Taxonomy and reduce their stress levels when

Volume 2 Issue 1 (2025) 4 doi: 10.36922/dp.4730