Learning Islamic Principles with Serious Games

El-Sattar, Hussein Karam Hussein Abd

doi:10.1145/3001773.3001800

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…Based on the discussion presented, three components are essential in the serious game framework, as illustrated in Figure 1: the learning theory, learning content, and mechanics (Abd El-Sattar, 2016). Learning theories support the learning goals highlighted in game applications (Tatli, 2018).…”

Section: Serious Game Framework For Islamic Values Inculcation Of Pre-school Childrenmentioning

confidence: 99%

“…In addition to contributing to learning in related fields, the serious game can increase children's attention and motivation through a fun learning environment (Tatli 2018). The development of serious game applications requires an appropriate framework to ensure that the elements of learning and games selected align with the potential of serious games (Abd El-Sattar, 2016;Nadiah and Norasikin, 2020). A serious game framework refers to a guide to serious game development operations to maximise the impact of serious games as a learning outcome (Catalano et al, 2014;Jamaatthuddin and Or-Kan, 2021;Paracha et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The process of planning and developing a serious game featuring authentic values and identity formation learning content while maintaining entertainment and fun features is challenging (Abd El-Sattar, 2016). This paper attempts to address this challenge by suggesting game development design methodologies to effectively model values and identity formation.…”

Section: Introductionmentioning

confidence: 99%

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Designing Games for Islamic Values Inculcation of Pre-School Children: Jom Niat

Norfazli¹,

Judi²

2022

IJARBSS

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Serious games are not digital games that focus on entertainment and fun alone. On the other hand, serious games prioritise education that can increase interest and involvement among users, especially children in learning and teaching. Serious games can positively affect children by the impetus to transfer the knowledge and experience gained through games to real-world applications. Children development, especially at the preschool level, emphasises several essential elements for priority attention, including values and identity formation.Values and identity formation focus on inculcating an outstanding and well-established individual to be the backbone of a generation who can contribute and function well in society. The process of planning and developing a serious game featuring authentic values and identity formation learning content while maintaining entertainment and fun features is challenging. Thus, methodology and design guidelines are needed to help the game development team model a compelling game for the children. This paper addresses this challenge by planning and implementing a serious game framework to promote values and identity formation for children aged four to six. The results of this study are a serious game framework for values and identity formation of preschool children, based on the Cognitive Theory of Multimedia Learning principles. With a proper balance between game attributes and learning activities, the design of a serious game model includes game elements related to the readiness of preschool children to learn. The learning content applies the text that emulates the great values of the Prophet Muhammad peace and blessing upon him in nobly conducting daily life.

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Section: Serious Game Framework For Islamic Values Inculcation Of Pre-school Childrenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Designing Games for Islamic Values Inculcation of Pre-School Children: Jom Niat

Norfazli¹,

Judi²

2022

IJARBSS

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Codifying Game‑Based Learning: Development and Application of LEAGUÊ Framework for Learning Games

Tahir¹,

Wang²

2020

EJEL

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The aim of this case study was to evaluate whether there had been educational changes and if so, in which phases of implementation and institutionalization in three African higher education institutions. The changes were evaluated from the point-of-view of trainees in the field of e-learning and library services during the project conducted in 2013-2015. Written texts and visual material were analysed using qualitative content analysis. The enthusiasm and mutual pedagogical understanding of the academic and support service staff were the key factors promoting the changes in the integration of e-learning and modern library services into everyday practices in these higher education institutions. The provision of suitable training and pedagogic skills to the academics and the support service staff made it possible dovetail these concepts to suit their home institution and provide them with a common language and value base that supported student learning.

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Learning Islamic Principles with Serious Games

Cited by 2 publications

References 7 publications

Designing Games for Islamic Values Inculcation of Pre-School Children: Jom Niat

Designing Games for Islamic Values Inculcation of Pre-School Children: Jom Niat

Codifying Game‑Based Learning: Development and Application of LEAGUÊ Framework for Learning Games

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