Fun in Making: Understanding the experience of fun and learning through curriculum-based Making in the elementary school classroom

Chu, Sharon Lynn; Angello, Genna; Saenz, Michael; Quek, Francis

doi:10.1016/j.entcom.2016.08.007

Cited by 68 publications

(55 citation statements)

References 26 publications

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“…Their analysis is, however, confined to assessing the overall level of emotional engagement, rather than analyzing and interpreting specific emotion indicators. Another study (Chu et al 2017) combined a questionnaire-based survey with video coding. Their in-depth qualitative video analysis focused on six students selected according to the preliminary results from the questionnaire.…”

Section: Methodsmentioning

confidence: 99%

“…Some studies (e.g., Apedoe et al 2008;Reynolds et al 2009;Bagiati et al 2010;Carroll et al 2010;Guo et al 2016;Lacy 2016;Guo et al 2017;Neve and Keith-Marsoun 2017;Zhang et al 2018Zhang et al , 2019 did mention DBL explicitly. While others (Chu et al 2017;Vongkulluksn et al 2018;Chan and Holbert 2019) mentioned makerspace and maker activities that suggest a specific type of DBL, emphasizing the essence of making in constructive learning. Four studies (Marks 2017;Tae 2017;Marks and Chase 2019;Phusavat et al 2019) explained that their cases include embedded design thinking in learning activities.…”

Section: Design-based Learningmentioning

confidence: 99%

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Children’s Emotions in Design-Based Learning: a Systematic Review

2020

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Design-based learning (DBL) is gaining increasing acceptance as a motivating and practical approach that can be used to prepare young people for the challenges of the twenty-first century. Emotions are known to influence a student's academic performance in traditional learning, which raises the question as to what role emotions can play in DBL. This article presents a systematic survey of literature published in the last 20 years (searching from 1998 to 2019) and indexed in the Scopus, ERIC, and PsycINFO databases which contribute to our understanding of children's emotions in DBL. This review coded a total of 34 papers that met the inclusion criteria. Findings that reported on children's emotions are structured under three themes: (1) the affective DBL components, (2) the labeled emotions, and (3) the impact of emotions in DBL. Based on this evidence, we make recommendations for future research and compile a set of guidelines for designing DBL activities, taking into account students' emotions that can aid their learning.

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Section: Methodsmentioning

confidence: 99%

Section: Design-based Learningmentioning

confidence: 99%

Children’s Emotions in Design-Based Learning: a Systematic Review

2020

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“…Teachers were also encouraged to create fun and motivating environment for students to learn in elementary school. Chu, Angello, Saenz, & Quek, (2017) also reported that students best learning experience can be achieved by providing ITL.…”

Section: Discussionmentioning

confidence: 92%

Improving Students Reading Comprehension Ability Through Integrated Thematic Learning With School Literacy Movement Support

Puspita

Sunendar

Musthafa

et al. 2017

JPH

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PISA's findings reported that Indonesian elementary school students (IESS) achieved their average reading comprehension ability which were below the standard set by OECD. This research proposed school literacy movement (SLM) as an apparatus to cultivate IESS reading and writing skill habit. SLM served as the basis for achieving the 2013 Curriculum requirement. This study applied quasi-experimental method with employed sample of 126 IESS of 5th and 4th graders and their teachers serving in four schools. This study showed that there was significant effect of ITL to improve IESS reading comprehension ability of 5th graders.

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“…While emphasizing the importance of game playing in learning, it was stated that games were among the most effective tools that make it entertaining and help children to learn with joy (Ara, 2009, p. 166). In fact, it was observed that technology-based learning that includes virtual media and digital games is a transformative approach to education beyond the incentives to develop teacher training (Chu, Angello, Saenz, & Quek, 2017). In the study by Duran and Kaplan (2014), where "comprehension with a word" game developed with mathematical concepts for mathematics course, it was determined that most students expressed positive views about the game and that they enjoyed the game.…”

Section: Discussionmentioning

confidence: 99%

A Phenomenographic Study on Views About Entertaining and Boring Situations in Learning Process

Turan-Özpolat¹

2020

IES

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In the learning process, it is accepted that learning with entertainment is important in participation in the process and retention of learning. Thus, the aim of the present study was to investigate the views of students and teachers on entertaining and boring settings in the learning process. Phenomenography method was used in the study. The study group included fourth grade teachers and students in public and private schools in Adiyaman province central district in Turkey. In this context, seven schools, four private and three public schools, were selected among the schools, where students of the parents with different socio-economic background attended, with purposive sampling method. A total of 10 primary school 4th grade teachers employed these schools participated in the study on a voluntary basis. The study group included 80 students. Individual and focus group interview and photointerviewing techniques were used in data collection Data were analyzed with content analysis method. In the study, it was concluded that teachers and students liked similar class settings and both teachers and students liked classrooms that were furnished with sufficient number of tools and equipment, heating and lighting, where colorful and plenty of activities could be conducted and equipped with technological tools. Furthermore, it was determined that the teachers and students criticized the photographs they disliked due to the lack of facilities in the classroom to implement different methods, similarities with their own classrooms, or for being dark and old-looking, and the unhappy demeanor of the students and teachers on the photographs. The study findings were discussed and interpreted within the framework of the literature.

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Fun in Making: Understanding the experience of fun and learning through curriculum-based Making in the elementary school classroom

Cited by 68 publications

References 26 publications

Children’s Emotions in Design-Based Learning: a Systematic Review

Children’s Emotions in Design-Based Learning: a Systematic Review

Improving Students Reading Comprehension Ability Through Integrated Thematic Learning With School Literacy Movement Support

A Phenomenographic Study on Views About Entertaining and Boring Situations in Learning Process

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