Research in education has been conducted over the decades to find the best practices in learning. Although there is no one size that fits all, gamification is one element in learning that has been proven to carve a niche for itself in many aspects in education. This has led to the creation and development of various types of games to suit various needs in education. Funlinguistics is a linguistics game for students taking Language and Linguistics course. It covers topics like morphology, syntax, semantics, and pragmatics. It adopts structural gamification approach that uses Microsoft PowerPoint as the main platform with Visual Basic Applications (VBA). The game consists of questions set at different difficulty levels based on Bloom’s Taxonomy. The game can be used to in a conventional classroom as well as during synchronous Open Distance Learning (ODL) environment. It is also well received by students who indicated their liking for it through an online survey.

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Work from home (WFH) was a new concept in Malaysia until the COVID-19 pandemic hit the country and forced firms and employees to opt for remote working to stop the spread of the deadly virus. This study explored the factors for and against WFH concerning work focus and perceived separation. It also investigates employees' perception of WFH as a new norm. 110 employees aged between 21 to 26 years old working remotely were randomly chosen to give responses to a set of questionnaires. The findings show that the advantages of WFH outweighed the disadvantages. While respondents preferred work and time flexibility, distraction made it difficult to focus on the given tasks. Perceived separation was quite apparent due to a lack of face-to-face communication and assistance. Generally, respondents were quite ready to embrace WFH as a new norm. Analysed data reveals interesting implications for working from home as a new norm. Keywords: work from home, work focus, perceived separation, isolated eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7iSI7%20(Special%20Issue).3836

When one thinks of "writing", the vision of a writer silently writing alone to complete a writing assignment comes to mind. Indeed, writing is act of communication between the writer and the reader. One difficulty of the writer is that of physiology difficulty. This difficulty arises when the writer do not feel the interaction and feedback from the readers during the writing process. Some writing activities can help prepare writers to gain interaction while they wrote (even before the intended audience of the written product reads it) is to encourage communication during the writing process. This communication can take place if the writing is not done alone. This study is done to explore the dynamics of cooperative learning in the writing process. In addition to that, this study is also done to show the relationship between writing process and cooperative learning. Learners of academic writing underwent a semester of learning academic writing through activities that support cooperative learning. At the end of the semester, the learners responded to survey to reveal their perceptions of this approach. The instrument used in this study is s survey. The survey has three sections; section A consists of items on demographic profile, section B has 16 items on writing process and section D has 13 items on cooperative learning. Findings showed that group members depend on one another to make the team work a success and this is important for positive interdependence. For a team to succeed, each team members need to be accountable for his/her part. They need to interact well through the use of appropriate interpersonal skills. Only then can the group work towards group processing to improve on the team efforts.