Comparing active game-playing scores and academic performances of elementary school students

Kert, Serhat Bahadır; Büyükimdat, Meryem Köşkeroğlu; Uzun, Ahmet Murat; Çayiroğlu, Beytullah

doi:10.1080/03004279.2016.1140800

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…Gamification increases students' participation in the learning process [23]. Children generally enjoy playing games and such phenomenon may be applied in learning context, prompting the development of a new teaching technique: gamification [24][25][26][27]. There are several applications that can be implemented to innovate interactive learning media one of which is Genially.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Gamified Instructional Media to Improve Critical and Creative Thinking Skills in Science Class

Hermita¹,

Vebrianto²,

Putra³

et al. 2022

Adv. sci. technol. eng. syst. j.

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Gamified Instructional Media has recently been widely used in the education sector to improve students' abilities. Using Gamified Instructional Media at the elementary school level becomes more interesting because it is in accordance with the way children learn K1-K6. The research aims to identify the gamified instructional using Genially to improve students' critical and creative thinking skills. A quasi-experimental method was applied using a nonequivalent control group research design. The research subject is 40 students of Public Primary School in Pekanbaru. The results show a significant effect of the gamified instructional learning using Genially toward students' critical and creative thinking skills. Besides, there is a significant difference in students' critical and creative thinking skills between the control and experimental group. This study implies that gamified instructional media with Genially can support teachers and teaching practices.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of Gamified Instructional Media to Improve Critical and Creative Thinking Skills in Science Class

Hermita¹,

Vebrianto²,

Putra³

et al. 2022

Adv. sci. technol. eng. syst. j.

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“…Research reveals no positive correlation between playing video game and students' academic performance (3). School engagement and environments, take for an example, peers in playing game, contribute positively for opting school dropping out (4).…”

Section: Introductionmentioning

confidence: 99%

“…Albeit a number of studies have investigated negative impacts of online game for the school students due varies of reasons, e.g. (1)(2)(3)5,6), in the context of Indonesian primary schools, online game and school dropped out students are rarely discussed widely. Thus, this paper is sought to investigate how do dropped out students reflect their online game addiction contribute to their new lives after dropping out?…”

Section: Introductionmentioning

confidence: 99%

‘This is My Fault, but Now I Know Online Game Addiction Is Not Good for Me’: School Dropped Out Students’ Narrative

Aisyah¹,

Misdi²,

Mumpuni³

et al. 2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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School dropped-out students have attracted educators and policy makers. A number of studies have investigated factors and number of the dropped out students. However, albeit of these studies, dropped out students' voice was reported. Thus, this paper is aimed at portraying dropped out student' voice. Their reason for dropping out and their wishes were sought. Of 114 respondents, three respondents were voluntarily recruited for an interview. The findings revealed they unintentionally opted for dropping out but situation led them to do so. Online game addiction was realized as a means for skipping their school matters. Not only this narrative provides different perspective on seeing the dropped out students but it also endows with new insights for policy makers in treating risky dropped out students. Educational implication and for further required research are also sought and discussed.

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The effects of online education on academic success: A meta-analysis study

Ulum

2021

Educ Inf Technol

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The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students’ academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie’s Trip and Fill Analysis, Orwin’s Safe N Analysis, and Egger’s Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge’s g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

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Comparing active game-playing scores and academic performances of elementary school students

Cited by 4 publications

References 23 publications

Effectiveness of Gamified Instructional Media to Improve Critical and Creative Thinking Skills in Science Class

Effectiveness of Gamified Instructional Media to Improve Critical and Creative Thinking Skills in Science Class

‘This is My Fault, but Now I Know Online Game Addiction Is Not Good for Me’: School Dropped Out Students’ Narrative

The effects of online education on academic success: A meta-analysis study

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