Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Bidarra, José; Figueiredo, Mauro; Natálio, Carlos Eduardo

doi:10.3991/ijim.v9i3.4421

Cited by 34 publications

(22 citation statements)

References 20 publications

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“…The media used in the study is internet-based learning, media. Internet-based learning media is a very effective learning media (Sarwar, 2018;Reyna, 2017;Yancey, 2017;Bidarra, 2015;Thomas, 2013) because every student can access learning material through his cellular telephone, it also raises various problems with the existence of local culture. One of the problems of cultural existence is the decline of love's local culture.…”

Section: Resultsmentioning

confidence: 99%

Ethnomathematics-Based Contextual Learning with Interactive Media to Improve Mathematics Problem Solving

Aulia

Dianti

Utami

et al. 2019

JPMIPA

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The aim of the research are determine different math problem solving skills and character of the love's local culture between the student who receives contextual learning based on ethnomathematics using media interactive as well as students who only use contextual learning. The population of this research is the eighth-grade students in SMPN 9 Tegal city. With the Cluster Random Sampling, get two classes were taken as the experimental group consist56 student into contextual learning based on ethnomathematics with interactive animation and two classes were taken as a control group consist 55 student that only used contextual learning. In the data collecting technique used documentations, tests, and questionnaires. In the analyzing of the data used ano-way manova test. The results of the study showed λcalculated = 0.7925 (λtable = 0.9413). This value indicated that an average value of math problem solving ability and the average questionnaire value of the love in the local culture students experiment class better than the control class students. This result conclude that the ability to math problem solving skills and character of love's local culture between the experiment class and the control class there are differences.

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Section: Resultsmentioning

confidence: 99%

Ethnomathematics-Based Contextual Learning with Interactive Media to Improve Mathematics Problem Solving

Aulia

Dianti

Utami

et al. 2019

JPMIPA

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“…Contextual Teaching Learning (CTL) aims to motivate students to understand the content of the lesson through more valuable learning and equip students with more meaningful knowledge (Bidarra et al, 2015). CTL learning outcomes are expected to be more meaningful for students in problemsolving, critical thinking, and observation, as well as drawing conclusions in their long-term life (D. A. Lestari, 2017).…”

Section: Theoretical Supportmentioning

confidence: 99%

“…Variety of learning media includes audio, visual, audiovisual, and other media (Irwandani, Latifah, Asyhari, Muzannur, & Widayanti, 2017;Saraç & Şekerci, 2017). Using learning media in learning is very beneficial for students and teachers (Bidarra, Figueiredo, & Natálio, 2015). Some advantages of using the media in learning; generating ideas that are conceptual, so as to reduce students' misconceptions in learning, increasing student interest for subject matter, providing real experiences that stimulate self-activity to learn, can develop sustainable thinking, and provide unusual experiences and make the learning process profound and diverse (Prayitno, 1989).…”

Section: Introductionmentioning

confidence: 99%

Contextual Learning Module Based on Multiple Representations: The Influence on Students’ Concept Understanding

Uslima

Ertikanto

Rosidin

2018

Tadris

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This study aims to describe the effect of using contextual learning module based on multiple representations of static fluid material toward students' conceptual understanding. The sample of this research was the students of class XI IPA 2 and XI IPA 3 in SMA N 1 Trimurjo, Central Lampung. This research was conducted using Pretest-Posttest Control Group Design. Data were tested with N-gain analysis, normality test, homogeneity test and Independent Sample T-test. Results from the Independent Sample T-test value of the Sig value. (2-Tailed) was less than 0.05 which is 0.036, then it can be stated that there is a significant influence of contextual learning module based on multiple representations toward the students’ conceptual understanding. Based on the N-gain value, the average N-gain concept comprehension in the experimental class was 0.56 (medium category), while the control class was 0.46 (medium category). Contextual learning modules based on multiple representations can improve students’ conceptual understanding.

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“…Stories also help build connections with prior knowledge and improve memory, and as a result good stories are remembered longer by students than regular lessons (Bidarra, 2014). In this day and age we are referring to digital artefacts that include: a compelling narration of a story; elements that provide a meaningful context for understanding the story being told; titles, images and graphics that capture and/or expand upon emotions found in the narrative; voice, music and sound effects that reinforce ideas; and mechanisms that invite thoughtful reflection from the audience (Bidarra, Figueiredo & Natálio, 2015). Given storytelling's central role in living and learning, and the technological explosion during the past decades, it is not surprising to find digital storytelling entering the academic mainstream, so long after being essential for theatre, movies, and games.…”

Section: Emerging Scenarios: Digital Storytelling and Gamificationmentioning

confidence: 99%

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

Bidarra

Rusman

2016

Open Learning: The Journal of Open, Distance and e-Learning

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This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to 'real-world' situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today's flexible, interactive and immersive technologies (e.g. mobile, AR, VR).

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Interactive Design and Gamification of eBooks for Mobile and Contextual Learning

Cited by 34 publications

References 20 publications

Ethnomathematics-Based Contextual Learning with Interactive Media to Improve Mathematics Problem Solving

Ethnomathematics-Based Contextual Learning with Interactive Media to Improve Mathematics Problem Solving

Contextual Learning Module Based on Multiple Representations: The Influence on Students’ Concept Understanding

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

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