Merging of Game Principles and Learning Strategy using Apps for Science Subjects to Enhance Student Interest and Understanding

Sin, Nazirah Mat; Talib, Othman; Norishah, Tengku Putri

doi:10.11113/jt.v63.1998

Cited by 9 publications

(8 citation statements)

References 19 publications

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“…The purpose is to make the learning content more interesting and engaging and to motivate learners throughout all elements of game-design [ 38 ]. Studies [ 6 , 13 , 17 , 19 , 22 , 28 - 30 , 39 , 40 ] indicate that several universal design attributes need to be incorporated into educational games such as learning theory, learning strategy, pedagogy, learning content, and game characteristics such as value integration. For STEM digital games, STEM learning content is a more suitable term representing the learning content attribute.…”

Section: Input As Digital Game Developmentmentioning

confidence: 99%

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Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research

2021

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In the modern age, digital games are widely used as informal media for Science, Technology, Engineering, and Mathematics (STEM) education and medical therapy for game-based learning. Digital games provide learners with a graphical system of interaction that enhances scientific concepts within an enjoyable environment. The vastly increasing number of digital games produced in the market affects the quality of STEM digital games while requiring multidisciplinary expertise. This paper proposes a framework for STEM digital game-based learning encompassing input-process-output stages. Several studies from the early 2000s onward were reviewed to discuss and present a new perspective on a framework for the design and development of digital games, particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs as output. This simple and precise framework will generate a universal product for various types of learners. It can thus be used as a guideline for game designers, developers, and experts to develop STEM digital games and achieve better learning outcomes.

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Section: Input As Digital Game Developmentmentioning

confidence: 99%

“…Game designers and developers often collaborate with teachers and experts to construct good instructional games for STEM learning as a universal product. This type of pedagogical approach is known as digital game-based learning [ 4 ] or STEM digital game-based learning [ 5 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research

2021

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“…Rangkaian Frog VLE berfungsi sebagai asas kepada pembinaan platform pembelajaran maya yang dapat digunakan oleh guru, murid, dan ibu bapa untuk berkongsi sumber pembelajaran, melaksanakan pembelajaran secara interaktif, dan berkomunikasi secara maya (KPM, 2013). Tambahan pula penggunaan ICT dikenal pasti sebagai langkah terbaik untuk menghadapi kerumitan mata pelajaran sains (Nazirah et al, 2013). Chew, Lim & Shuki Osman (2015), menjalankan kajian mengenai keperihatinan guru sains dan matematik sekolah rendah berhubung dengan Lesson Study.…”

Section: 40 Kajian-kajian Penggunaan Ict Dalam Pengajaran Dan Pemudahcaraan Sainsunclassified

Kerangka Panduan Efektif Pengajaran Dan Pemudahcaraan (PdPc) Sains Menggunakan Information Communication Technology (ICT) di Sekolah Jenis Kebangsaan Tamil (SJK) (TAML)

Shanmugam

Balakrishnan

2017

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The effort of the Ministry of Education of Malaysia (KPM) in strengthening Science, Technology, Engineering and Mathematics (STEM) educations in Malaysia is to increase the source of experts and skilled workforce in the field of research and industry. The inspiration of KPM to empower the strengthening of STEM can be implemented with the availability of ICT. ICT can be a comprehensive tool in teaching and facilitation (PdPc) of science that is complete and inclusive. ICT based science learning is an outcome of the combination of principle and strategy within education and technology domains. ICT has a great potential to spur the learning process and extensive thinking skill among the students since they regularly incorporate the use of ICT in their daily life. However, this mentioned potential has not been fully disclosed in Malaysia. Countries like Finland has a ‘road map’, meanwhile Canada has a framework for T&L of science based on ICT. Malaysia still has not developed a ‘road map’ or a framework as the above for science especially in SJK(T). Besides that, poor achievement in science education is becoming a continuous issue in SJK (T). This case is proven to be true when the results for science subject among the SJK (T) UPSR candidates are dropping since the year 2011. Hence, various elements involving the expansion of ICT based teaching and facilitation of science framework guideline should be identified in Malaysia. The framework guideline will be built based on the Malaysian culture which has the potential to spur success and science competency at the international level.

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“…As the findings of studied by Radovic, Maric & Passey [35], Eyyam & Yaratan [15], Clarebout et al [10], Gurbin [21], Smith, Shin, Kim & Zawodniak [41] and Borba et al [5], have reported that the results of the technology integration and improvement of traditional approach has influenced and had a significant impact on student achievement. According to Mistretta [28], Mat Sina, Talib & Norishaha [26], Brakoniecki, Amador & Glassmeyer [6] and Gurbin [21], most technology products are widely applied and used in learning, such as gadgets like tabs and smartphones, learning aids likes graphic-scientific calculators, web-based, apps, internet-based and more. According to Mistretta [28], teachers who pursue training in the field of teaching with technology are found to be more interested in modifying teaching and are highly motivated to integrate technology in producing teaching and learning activities.…”

Section: Introductionmentioning

confidence: 99%

“…Schraw & Moshman [37] suggest that learning activities that help students manage their metacognitive impairment are most effective in improving students' understanding. Mat Sina, Talib & Norishaha [26] argue that, with the help of appropriate technology, teaching design will have a greater impact on student motivation, engagement and achievement. Based on these statements, researchers take the initiative to restructure and develop entrepreneurship activities by injecting technology elements to better impact on students' cognitive and metacognitive aspects and can be used as an active learning medium to positively impact students' mastery of mathematics concepts.…”

Section: Introductionmentioning

confidence: 99%

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

Bakar*,

Ismail

2020

IJRTE

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This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

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Merging of Game Principles and Learning Strategy using Apps for Science Subjects to Enhance Student Interest and Understanding

Cited by 9 publications

References 19 publications

Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research

Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research

Kerangka Panduan Efektif Pengajaran Dan Pemudahcaraan (PdPc) Sains Menggunakan Information Communication Technology (ICT) di Sekolah Jenis Kebangsaan Tamil (SJK) (TAML)

Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

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