A design model for digital game-based learning in the study of international relations: Developing an innovative learning method for a defense strategy course at Bina Nusantara University

Putri, Ratu Ayu Asih Kusuma; Moniaga, Jurike V.; Wijaya, Yangky

doi:10.1109/icggag.2016.8052636

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…In this study, the research design was developmental research based on Instructional Design-Digital Game-Based Learning (ID-DGBL). There were 5 phases of ID-DGBL, which included analysis, design, develop, quality assurance, implementation, and evaluation, which were adapted from Putri, Moniaga, & Wijaya (2016) [10]. In the survey, a usability questionnaire was adapted and modified from the Zaibon (2015) [11].…”

Section: Methodsmentioning

confidence: 99%

The Development and Usability of a Force and Motion Digital Game using Game-based learning (GBL) among Student Teachers in Malaysia

Lau

Tho

Radzwan

2022

J. Phys.: Conf. Ser.

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This study aimed to develop and evaluate the usability of a Force and Motion Digital Game using Game-based learning (GBL) among physics student teachers in tertiary education. The research design of this study was developmental research based on the Instructional Design-Digital Game Based Learning model (ID-DGBL model). A group of samples of 21 student teachers were chosen using cluster sampling methods for the usability test of the developed game. A questionnaire instrument was used to collect the usability data of the developed game adapted from the user testing on game. The data collected was analysed using descriptive statistics such as percentage, mean and standard deviation. Based on the findings, the percentage of expert’s agreement for the developed game and questionnaire in the validity process were 100%, while the overall mean score for the usability of the developed game was 4.74 (SD=0.33) including the constructs of Game Usability (GU), Playability (PL), and Learning Content (LC). In the conclusion, the developed game was valid and reliable, as well as suitable to be used as game-based learning for the topic of Force and Motion. In the implication, the developed game was able to complement the conventional learning process by using the game-based learning.

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Section: Methodsmentioning

confidence: 99%

The Development and Usability of a Force and Motion Digital Game using Game-based learning (GBL) among Student Teachers in Malaysia

Lau

Tho

Radzwan

2022

J. Phys.: Conf. Ser.

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“…Historically, the purpose of games was predominantly for entertainment, but researchers are increasingly recognizing the value of game-based learning (Mayer, 2019) (Boghian et al, 2019). The current generation of learners are digital natives who have grown up in an environment replete with technology-based games (Chaudhry, 2019) (Putri et al, 2016). Furthermore, young people's extensive use of the Internet and their engagement with other types of digital communications have influenced their use of information and their learning.…”

Section: Introductionmentioning

confidence: 99%

The use of computer games for teaching and learning cybersecurity in higher education institutions

Alghamdi

Younis

2021

JER is an international, peer-reviewed journal that publishes f

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In higher education, teaching cybersecurity concepts to students such as encryption-based security protocols is a challenging task, but it is fundamental for personal and national security. One of the reasons for this is related to the inadequate mathematical knowledge of students, which limits their understanding of the cryptographic algorithms underlying the protocols. Therefore, higher education institutions are seeking out engaging and effective strategies for developing students’ skills in this area. The aim of this research is to explore the use and potential effectiveness of game-based learning to assist in the teaching and learning of cybersecurity concepts in higher education. It contributes to the literature by raising public interest in cybersecurity and helping learners to understand suitable and safe behaviors online. It also offers a systematic overview of game-based learning tools that have been used in previous studies to improve students’ understanding of cryptographic algorithms. This research also presents a framework for the effective teaching of cryptography in higher education, relying on animation and gamification.

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“…A Digital Game-Based Learning (DGBL) can be identified as simply learning through games (Perera, Hewagamage, &Weerasinghe, 2017)&(ChePa, N., Bakar, N.A.A., Hussain, A., Hibadullah, C.F., 2019). The result of research and analysis done on Digital Game-Based Learning (DGBL) demonstrated that DGBL is a conceivable answer for many educational challenges (Putri, Moniaga, &Wijaya, 2016).History is a mandatory Kurikulum Standard Sekolah Rendah (KSSR) topic and for three years must be well trained for all normal four learners on an continuing basis (Hadi, Wan Daud, & Ibrahim, 2011). The primary school history curriculum or instructional program focuses on the growth of domestic culture and integrates aspects of citizenship and civic values to increase consciousness of national identity and patriotism among learners.…”

Section: Introductionmentioning

confidence: 99%

Barriers for Digital Game-Based Learning Teaching Method: A Performance on Primary School Malay Historical Subject

Mokhsin,

Zainol,

Som

et al. 2019

IJEAT

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History subjects are often connected with the traditional and teacher-centered learning which is not a very effective method. The learning and teaching technique of history subject is static, and students easily lost their interest to memorizing the facts. From the preliminary study towards the primary school history teacher, they stated that history subject was very challenging subject to be taught since it was difficult to attract the pupils to imagine and appreciate the Malay History era. The study aims to highlight how teaching by using Digital Game-Based Learning (DGBL) can be applied as one of the techniques to improve history subject teaching method. This aim was achieved by answering three research objectives, 1)identifying the current practice among the teacher in teaching Malay Historical Subject, 2)investigating the teachers' perceptions toward using DGBL and 3) determining the barriers that influence teachers towards using DGBL in teaching Malay Historical Subject. The study was conducted together with 35 primary school Malay historical subject teachers in Malaysia. Prototype evaluation was conducted using one to one testing with 14 participants. A part of the study requiredthe participants to rank 20 prospective barriers identified as obstacles to digital game-based learning.

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A design model for digital game-based learning in the study of international relations: Developing an innovative learning method for a defense strategy course at Bina Nusantara University

Cited by 4 publications

References 11 publications

The Development and Usability of a Force and Motion Digital Game using Game-based learning (GBL) among Student Teachers in Malaysia

The Development and Usability of a Force and Motion Digital Game using Game-based learning (GBL) among Student Teachers in Malaysia

The use of computer games for teaching and learning cybersecurity in higher education institutions

Barriers for Digital Game-Based Learning Teaching Method: A Performance on Primary School Malay Historical Subject

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