## 5 Conclusions and Discussion  
While non-face-to-face learning is becoming common in education sites worldwide due to COVID-19, practice learning is the most vulnerable area in non-face-to-face learning. Unlike theoretical subjects, practice learning is not easy in practical subjects due to the limi \begin{table}
\begin{tabular}{c c c c} \hline \hline
**Wide Scope Unit** & **Detail Scope Unit** & **Contents** & **Mean** & **SD** \\ \hline \multirow{6}{*}{Mobile contents} & \multirow{3}{*}{Accuracy} & Learning-related information is reliable. & 4.22 & 0.93 \\ \cline{3-4}  & & Learning-related information is clear. & 4.28 & 0.74 \\ \cline{3-4}  & & **Total of accuracy** & 4.25 & 0.83 \\ \cline{3-4}  & & Easy to understand learning-related information. & 4.25 & 0.77 \\ \cline{3-4}  & & Learning-related terms are familiar to me. & 4.22 & 0.80 \\ \cline{3-4}  & & Learning-related information level is easy to understand & 4.11 & 0.78 \\ \cline{3-4}  & & even in the early stages of learning. & 4.19 & 0.78 \\ \cline{3-4}  & & **Total of understandability** & 4.06 & 0.95 \\ \cline{3-4}  & & Learning-related information is systematic and specific. & 3.97 & 0.97 \\ \cline{3-4}  & & Learning-related information is provided by an & 3.94 & 0.98 \\ \cline{3-4}  & & authoritative institution. & 4.36 & 0.72 \\ \cline{3-4}  & & **Total of objectivity** & 4.08 & 0.92 \\ \hline \multirow{6}{*}{Consistency} & \multirow{3}{*}{The arrangement of icons in the mobile application is now unified with the overall design.} & 4.19 & 0.86 \\ \cline{3-4}  & & The icons in the mobile application are grouped together for consistency. & 4.22 & 0.80 \\ \cline{3-4}  & & **Total of consistency** & 4.20 & 0.84 \\ \cline{3-4}  & & Arrange the content for gradually access and make it & 4.06 & 0.95 \\ \cline{3-4}  & & logically easy to understand. & 4.06 & 0.95 \\ \cline{3-4}  & & The meaning of the icon was clearly expressed. & 4.14 & 0.83 \\ \cline{3-4}  & & The characters used in the mobile application are in a size & 4.42 & 0.81 \\ \cline{3-4}  & & and font that are easy for the viewer to read. & 4.03 & 0.74 \\ \cline{3-4}  & & The visual elements work comfortably on the user. & 4.03 & 0.74 \\ \cline{3-4}  & & You can grasp the structure of mobile applications at & 3.97 & 0.94 \\ \cline{3-4}  & & a glance. & 4.12 & 0.86 \\ \cline{3-4}  & & **Total of design suitability** & 4.06 & 0.83 \\ \cline{3-4}  & & The phrases used in the mobile application are concise. & 4.22 & 0.76 \\ \cline{3-4}  & & The phrase used in the mobile application is correct. & 4.19 & 0.79 \\ \cline{3-4}  & & **Total of vocabulary accuracy** & 4.16 & 0.79 \\ \hline \multirow{6}{*}{Technology} & \multirow{3}{*}{Security} & Information on personal information protection & 3.92 & 1.00 \\ \cline{3-4}  & & was presented. & 3.53 & 1.18 \\ \cline{3-4}  & & personal information. & 3.72 & 1.10 \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Students’ mobile application feasibility evaluation. tations of video lectures. However, there are no studies yet on educational methodologies or effective feedback for effective practice learning. Therefore, in this study, we designed and developed a learning progress self-diagnostic mobile application to help with Arduino practice learning. To this end, the ADDIE model was applied and a mobile application was produced according to the stages of analysis, design, development, implementation, and evaluation and applied to Arduino practice learning. Using this application, the learners could trace their learning situation, and the instructor could also monitor the student's situation or use the self-diagnostic results as a reference for the instructor to consider his or her own teaching method. Additionally, a mobile application usability evaluation was conducted to evaluate the technical performance and UX/UI of the mobile application developed for this study. Through the mobile application usability evaluation, it was found that in non-face-to-face practice learning, a self-diagnostic of learning progress was essential.