DRE2213/BTE1522 – Week 3 – Python Programming – Game Completion

Hi DRE-ian and BTE-ian.

Well done, this week we have completed Step 7 of the Slider Game Project. With this final step, the game is now fully functional — a reflection of the coding concepts and logical thinking you’ve developed over the past 3 weeks.

Recap – From Step 1 to Step 7

Throughout the development of the Slider Game, you have applied multiple core Python programming fundamentals, including:

      1. Variables – for storing and updating game data such as player score and positions.

      2. Libraries – importing and using external Python modules to enhance functionality.

      3. Boolean Functions – determining game conditions like collisions or winning states.

      4. Mathematical Functions – calculating movement, limits, and speed.

      5. def Functions – structuring reusable code blocks to organize game logic.

      6. Control Statements – using for loops, if–else conditions, and input controls for smooth gameplay.

      7. Limiting Factors – defining boundaries to restrict player movements and maintain proper game flow.

These coding elements come together to form a dynamic and interactive Python game , a fun yet powerful way to learn how logical thinking and programming intersect.

Task Reminders

Before we move on, please make sure to complete the following:

      1. Submit your .py file and a snapshot of your game result on TINTA.

      2. Complete Quizzes 1, 2, 3, and 4 to reinforce your understanding of the Python concepts used.

Looking Ahead to Week 4

In Week 4, we’ll move into the next phase of our project — analyzing and modifying the Slider Game code. We’ll explore how small changes can create new gameplay dynamics, add scoring logic, and enhance interactivity.

Get ready to debug, modify, and take your Python game development skills to the next level!


Forum AI from Religious Perspective

The highlight of the Teaching & Learning Symposium 2025 at Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) was an interdisciplinary forum titled “Integrating Values in the Age of AI — Insights from Religious Perspectives.” The session brought together international and local scholars to engage in a deep, cross-cultural dialogue on how artificial intelligence (AI) intersects with human values, ethics, and spirituality.

The distinguished panelists included Dr. Mike Brownnutt from The Faraday Institute for Science and Religion, University of Cambridge; Prof. Dr. Esyin Chew from Cardiff Metropolitan University; Dr. Irfan from the Pusat Kemanusiaan, UMPSA; and Dr. Nurul Hazlina, also from UMPSA. The discussion was moderated by Dr. Nurul Noordin, Director of the UMPSA STEM Lab.

The session stood out not only for its diversity of viewpoints but also for the depth of ethical reflection it inspired. The panel examined the question of how religious wisdom traditions can inform the ethical design and use of AI technologies that are increasingly shaping our everyday lives — from classrooms to hospitals to decision-making systems.

Representing the Islamic viewpoint, Dr. Irfan underscored the importance of authenticity and verification in the age of information. He drew a parallel between the Islamic scholarly tradition of verifying hadith and fatwa with the contemporary need to critically evaluate AI-generated content.

According to Dr. Irfan, just as Islamic scholars meticulously examine the chain of narrators (sanad) and content (matan) before authenticating a hadith, educators and users must adopt a similar intellectual discipline when engaging with AI outputs. He emphasized that intention (niyyah), accuracy, and responsibility remain the ethical anchors of any knowledge pursuit, whether derived from human or machine sources. AI, he reminded the audience, should be viewed not as an infallible authority, but as an instrument to assist human reasoning and moral judgment.

From the philosophical perspective, Dr. Mike Brownnutt provided a thoughtful critique of how technology might unintentionally erode the process of human moral and intellectual reflection. He noted that while AI offers immense efficiency and access to knowledge, it risks simplifying complex human experiences and moral dilemmas.

Dr. Brownnutt argued that moral growth and spiritual discernment are formed through a process — one that involves questioning, dialogue, and contemplation. When AI provides instant answers or solutions, it may short-circuit this essential process, diluting the depth of understanding that underpins human wisdom. He urged educators, technologists, and policymakers to ensure that AI remains a servant to human discernment, not a substitute for it.

Adding a practical dimension to the discussion, Prof. Dr. Esyin Chew shared insights from her research in digital education and healthcare. She elaborated on how AI is increasingly being embedded within systems of care, learning, and communication — not merely as a tool but as a medium of collaboration between humans and machines.

Prof. Chew illustrated how AI technologies can enhance empathy in healthcare — assisting in diagnosis, improving accessibility, and supporting emotional well-being. She linked these developments to education, where AI can similarly serve as a bridge between teachers and learners, enriching pedagogical practices. However, she emphasized that this integration must always be guided by values, ensuring technology enhances human connection rather than replacing it.

The conversation among the panelists converged on a shared understanding: while AI holds tremendous potential, it must be developed and deployed within the framework of enduring human values — truth, compassion, accountability, and respect for human dignity.

The forum became a rare and profound meeting point between science, technology, and spirituality. It reminded participants that innovation without ethics can lead to alienation, but when guided by moral and religious insights, AI can become a force for human flourishing.

This thought-provoking session was made possible through the British Council PIE-WISE Grant, a collaborative initiative led by Cardiff Metropolitan University (UK) and UMPSA (Malaysia). The grant aims to foster intellectual exchange, strengthen international collaboration, and promote culturally informed discussions on technology, pedagogy, and ethics.

The forum exemplified how such partnerships can create platforms where faith and science coexist — not in opposition, but in dialogue — guiding humanity toward a future where technology serves, rather than defines, the essence of being human.

Symposium AI in teaching and Learning

Date: 15 October 2025
Venue: Library Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA)
Organized by: UMPSA STEM Lab, Cardiff Metropolitan University (Cardiff Met), and The British Council
Supported by: Fakulti Teknologi Kejuruteraan Elektrik & Elektronik (FTKEE), Jabatan Pendidikan Negeri (JPN) Pahang, and Universiti Pendidikan Sultan Idris (UPSI)
Grant Support: PIE-WISE (Partnership for Innovation in Education), British Council
UK Lead: Prof. Dr. Esyin Chew (Cardiff Metropolitan University)
Malaysia Lead: PM Ir. Dr. Nurul Hazlina (UMPSA)

The Teaching & Learning Symposium 2025 marks the second major milestone in the collaboration between UMPSA STEM Lab, Cardiff Metropolitan University, and The British Council, following the first roundtable discussion in 2023 which identified key challenges and strategies for empowering teachers in STEM education.

The 2025 symposium extends this vision beyond STEM disciplines, inviting educators from various fields to explore innovative teaching methodologies underpinned by AI (Artificial Intelligence) and immersive Meta technologies. This year’s theme, “Empowering Innovative Pedagogies through Technology Integration,” aligns with national education priorities to embed TPACK (Technological Pedagogical Content Knowledge) frameworks across disciplines.

Through this event, teachers from Malaysia’s East Coast region were given the platform to present their digital innovations, exchange ideas, and engage in reflective discourse on ethics, pedagogy, and the human dimension of technology in education.

The symposium was officiated by Prof. Dr. Hamzah Ahmad, Dean of the Faculty of Electrical & Electronic Engineering Technology (FTKEE), UMPSA.

In his opening speech, Prof. Hamzah emphasized that technology should not replace the teacher, but rather amplify the teacher’s creativity, empathy, and impact. He commended the partnership between UMPSA, Cardiff Met, and the British Council for creating a platform that nurtures global collaboration and educational innovation.

Following the officiation, two keynote sessions set the tone for the event:

  • Keynote 1: “Embedding AI in Pedagogy: Designing Learning for the Future”
    — delivered by Prof. Dr. Esyin Chew (Cardiff Met), who highlighted the growing role of AI in reimagining classroom instruction, feedback mechanisms, and adaptive learning systems. She encouraged educators to use AI not as a replacement for teaching but as a co-teacher and creative partner.

  • Keynote 2: “TVET Futures: Digital Competency in Classroom and Beyond”
    — delivered by Encik Mohammad Dzulkhairy bin Abdul Rahman, Ketua Penolong Pengarah Kanan TVET, JPN Pahang. He emphasized the importance of digital literacy and pedagogical innovation within Malaysia’s TVET ecosystem and recognized the symposium as an important step in connecting school-level practices with higher education initiatives.

The symposium brought together 59 teachers from across Pahang, Terengganu, and Kelantan, along with 70 university students from UMPSA. Participants were organized into two main presentation tracks:

  • Track A: Immersive Meta Technologies in Education

  • Track B: Artificial Intelligence (AI) in Education

Each track reflected outcomes from two earlier capacity-building workshops conducted in May and June 2025.

Track A — Immersive Meta Technologies

Participants in this track showcased innovative classroom projects developed using Meta and VR tools to simulate immersive learning environments. Projects included:

  • Virtual language classrooms for Bahasa Melayu and Arabic;

  • Interactive STEM labs using 3D spaces to visualize scientific phenomena;

  • Cultural heritage explorations through virtual storytelling environments.

These initiatives demonstrated how immersive technologies foster student engagement, experiential learning, and creativity beyond traditional classroom boundaries.

Track B — AI Integration in Education

Teachers in this track explored AI-assisted pedagogy, using tools such as ChatGPT, Gemini, and other generative platforms to support:

  • Lesson planning and differentiated instruction;

  • Automated quiz generation and content summarization;

  • Reflection activities and learning analytics.

Presentations spanned diverse disciplines—Mathematics, Pendidikan Islam, Arabic Language, Bahasa Melayu, and Science—showcasing how AI can enhance teaching effectiveness while encouraging students to think critically and ethically about AI-generated content.

 

A panel of judges from UMPSA, JPN Pahang, and UPSI evaluated each presentation based on:

  1. Innovation and Creativity,

  2. Pedagogical Value,

  3. Impact on Student Learning, and

  4. Integration of Technology and Ethics.

The evaluation rubric reflected the symposium’s goal of promoting technology-empowered yet value-driven pedagogy. Winners for each track were announced on the second day of the symposium, recognizing educators who demonstrated exemplary creativity, inclusivity, and pedagogical depth.

The symposium generated both educational and community impact:

  • Teacher Empowerment:
    Strengthened teacher confidence and competence in applying AI and immersive tools in classroom pedagogy.

  • Community Reach Directly benefitted 59 teachers and indirectly impacted approximately 1,700 students through classroom implementation (average 30 students per teacher).

  • Collaborative Ecosystem Created a regional network connecting UMPSA, JPN, UPSI, and participating schools to sustain continuous digital pedagogy innovation.

  • Ethical Awareness Through the forum, educators developed a deeper understanding of the moral, ethical, and spiritual considerations of using AI in education.

  • Knowledge Exchange Facilitated meaningful dialogue between UK and Malaysian scholars, strengthening the bridge between research, teaching, and societal development.

The organizing committee extends heartfelt appreciation to:

    1. The British Council and Cardiff Metropolitan University, for funding and partnership under the PIE-WISE Grant.

    2. FTKEE UMPSA for leadership and venue support.

    3. JPN Pahang and UPSI for their contribution as judges and collaborators.

    4. Participating teachers and students for their enthusiasm and creativity.

    5. The UMPSA STEM Lab for their tireless effort in organizing workshops, symposium tracks, and the AI-Values Forum.

 

The Teaching & Learning Symposium 2025 stands as a testament to the shared vision of UMPSA, Cardiff Met, and The British Council in advancing education through innovation, technology, and values.

This collaboration demonstrates that meaningful progress in education must balance technological capability with human responsibility. By integrating immersive learning and AI into pedagogy—anchored in ethical and cultural awareness—this initiative has successfully empowered educators to teach with creativity, lead with empathy, and inspire lasting impact in their classrooms and communities.

Raspberry Pi Programming 2025/7 MRSM Kulim

*UMPSA STEM Lab Raspberry Pi Programming Synopsis can be found here.

In the Raspberry Pi IoT session, 28 students and teachers from MRSM PDRM Kulim were introduced to the concept of the Internet of Things (IoT) using Raspberry Pi on the UMP STEM Cube, a pico-satellite learning kit specifically designed to facilitate engineering learning.

The content covered basic digital input/output operations on onboard LEDs, as well as topics such as dashboard design using gyro meter and BMU280 sensor data, including collecting and storing data in a cloud database. Participants learned to interface sensors with Raspberry Pi boards and develop IoT applications for real-world scenarios. The session provided students with valuable insights into IoT technology and its applications in various domains.

A special appreciation is extended to Cikgu Salshaheda dan Cikgu Ida Sharlini from MRSM PRDM Kulim for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Oct 11th, 2025

 

Raspberry Pi Programming 2025/6 – IPGSM Tuanku Bainun

*UMPSA STEM Lab Raspberry Pi Programming Synopsis can be found here.

In the Raspberry Pi IoT session, 34 students and teachers from IPGSM Tuanku Bainun were introduced to the concept of the Internet of Things (IoT) using Raspberry Pi on the UMP STEM Cube, a pico-satellite learning kit specifically designed to facilitate engineering learning.

The content covered basic digital input/output operations on onboard LEDs, as well as topics such as dashboard design using gyro meter and BMU280 sensor data, including collecting and storing data in a cloud database. Participants learned to interface sensors with Raspberry Pi boards and develop IoT applications for real-world scenarios. The session provided students with valuable insights into IoT technology and its applications in various domains.

A special appreciation is extended to En Zaki from MRSM PRDM Kulim for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Oct 10th, 2025