Flipped Classroom–Digital Game-Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme

Ristanto, Rizhal Hendi; Kristiani, Endah; Lisanti, Elsa

doi:10.36681/tused.2022.124

Cited by 25 publications

(14 citation statements)

References 75 publications

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“…O processo de aprendizagem com tecnologia moderna é uma exigência absoluta na era digital (Ristanto;Kristiani;Lisanti, 2020). No âmbito escolar a ampliação da popularidade das tecnologias, e a maior disponibilidade de dispositivos tecnológicos para professores e alunos não pode ser desconsiderada, ao contrário, é preciso integrar a tecnologia digital nos processos de ensino e aprendizagem, em todos os níveis de ensino (Zupanec et al, 2022).…”

Section: Tdicsunclassified

Educação em transformação: desafios emergentes 2

Araújo

2024

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Editora Direitos para esta edição cedidos à Atena Editora pelos autores. Open access publication by Atena Editora Todo o conteúdo deste livro está licenciado sob uma Licença de Atribuição Creative Commons. Atribuição-Não-Comercial-NãoDerivativos 4.0 Internacional (CC BY-NC-ND 4.0). O conteúdo dos artigos e seus dados em sua forma, correção e confiabilidade são de responsabilidade exclusiva dos autores, inclusive não representam necessariamente a posição oficial da Atena Editora. Permitido o download da obra e o compartilhamento desde que sejam atribuídos créditos aos autores, mas sem a possibilidade de alterála de nenhuma forma ou utilizá-la para fins comerciais.Todos os manuscritos foram previamente submetidos à avaliação cega pelos pares, membros do Conselho Editorial desta Editora, tendo sido aprovados para a publicação com base em critérios de neutralidade e imparcialidade acadêmica.A Atena Editora é comprometida em garantir a integridade editorial em todas as etapas do processo de publicação, evitando plágio, dados ou resultados fraudulentos e impedindo que interesses financeiros comprometam os padrões éticos da publicação. Situações suspeitas de má conduta científica serão investigadas sob o mais alto padrão de rigor acadêmico e ético.

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Section: Tdicsunclassified

Educação em transformação: desafios emergentes 2

Araújo

2024

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“…Many types of research on the use of electronic devices (Kibuku et al, 2020), (Adinda & Mohib, 2020), (Clapp, 2017), (Manurung et al, 2022), (Al-Adwan et al, 2018), (Kibuku et al, 2020) and on the use of mobile devices in education (Al-Adwan et al, 2018), (Krull & Duart, 2017), (Okai-Ugbaje, 2021), (Alsswey et al, 2020), (Okai-Ugbaje et al, 2020, (Adinda & Mohib, 2020), (Ristanto et al, 2022), (Sariyatun et al, 2018, (Dewi et al, 2019), (Osman, 2010), , , (Mayhuay & Cruz, 2023) on the process of learning have been conducted.…”

Section: Literature Reviewmentioning

confidence: 99%

The use of mobile learning applications in higher education institutes

Jurayev

2023

Adv. Mobile Learn. Educ. Res.

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Nowadays, many people, especially students, enjoy spending their free time with mobile devices. The main reason for this is that an intelligent device based on current information presents the desires and requirements of students. A nowadays-promising technology to overcome the problems in m-learning, mobile devices provide reliable, customized and guaranteed dynamic computing environments for all users. This article presents a new pedagogical architecture for a mobile learning system in an extended cloud-computing environment enriched with smart devices. This architecture can be applied everywhere where there is a need for intensive teaching and learning in higher education. The system architecture was described together with the discussion of knowledge assessment methods possibilities and potential issues. In addition, a solution to the problem of developing applications for organizing mobile learning using the visual programming environment MIT App Inventor is proposed. The results of experiments on the use of mobile education were analyzed and presented in tabular diagram form.

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“…For games to be associated with a curriculum, they need to be considered theoretically in terms of their design, development, and implementation (Oblinger, 2006). Digital games are frequently preferred technologies for science content, and positive results are reported when they are integrated into the learning process with good designs (Agbonifo et al, 2021;Chen et al, 2021a;Hussein et al, 2021;Ristanto et al, 2022;Saricam & Yildirim, 2021;Wang et al, 2022). Games integrated with knowledge and skills instead of just being activities that fill the time in a lesson can bring different approaches to the evaluation process.…”

Section: Digital Games As Learning Support Toolsmentioning

confidence: 99%

Is more comfortable reading possible with collaborative digital games? An experimental study

Şanal

2023

Journal of Educational Technology and Online Learning

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In this study, which is based on the fact that the nature of learning is and should be formed on a social constructivist basis, interaction and collaboration in language development are focused and digital games are discussed as is instructional technology. If digital games are developed with learning in mind, their effected educational change on learners has not yet been fully explored. In this study, the effect of a digital game supported with reciprocal activities on reading comprehension, reading motivation, and reading anxiety in science text was investigated. Eighty-five participants were randomly assigned to the digital game without reciprocal activities (control group, n=43), and compared with digital game with reciprocal activities (experimental group, n=42), dealing with ten different stories over a ten week period. The study used a quasi-experimental pre-posttest study design to compare reading comprehension, reading motivation, and reading anxiety outcomes. Comparing the effectiveness of reciprocal activities, the groups supported by collaborative activities were found more motivated and less anxious than the digital game group without collaborative activities. The current findings indicate that the use of collaborative activities should not be ignored when planning to activate the supporting role of any instructional technology teaching reading skills.

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Flipped Classroom–Digital Game-Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme

Cited by 25 publications

References 75 publications

Educação em transformação: desafios emergentes 2

Educação em transformação: desafios emergentes 2

The use of mobile learning applications in higher education institutes

Is more comfortable reading possible with collaborative digital games? An experimental study

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