Mobile Game Design for Learning Chemical Bonds with Endless Run Approach

Hafis, Muhammad; Supianto, Ahmad Afif

doi:10.3991/ijim.v12i8.9260

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Among the possible solutions, researchers proposed the use of educational mobile Apps and Augmented Reality educational mobile Apps. For instance, (Hafis & Supianto, 2018) proposed mobile application game which enables pupils to learn chemistry concept of chemical bonds to improve the pupils learning achievements. Another research work presented in (Cahyana, Paristiowati, Savitri, & Hasyrin, 2017) proposed the use of mobile learning application to visualize the different steps in organic chemistry reaction by enabling pupils to compose the chemical bonds between atoms using touch screens.…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning Application for Helping Pupils in Learning Chemistry

Ewais

Hodrob²,

Maree

et al. 2021

Int. J. Interact. Mob. Technol.

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Elementary school pupils can face different difficulties to learn different topics. Among the different topics, learning chemical elements and their different properties and interactions. A way to make the learning process easier and effective is using mobile learning. Mobile learning can contribute a new method to educate pupils different topics. Also, mobile learning has different advantages over classical learning materials. Among the different advantages of using mobile learning is the fact that it enables pupils to interact with learning materials, visualize different learning concepts, and learning anytime and anywhere. This article presents an exploration study related to investigating the possible use of educational mobile App to learn chemistry course in elementary school. The article presents also a qualitative research methodology implemented by including 7 pupils. � The findings of this research show that mobile learning technology can be adopted for learning chemistry course in order to enable pupils to understand periodic table, chemical elements properties and their chemical interaction. Also, this study has shown that the proposed mobile application can be integrated in learning chemistry course for elementary school pupils.

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Section: Introductionmentioning

confidence: 99%

Mobile Learning Application for Helping Pupils in Learning Chemistry

Ewais

Hodrob²,

Maree

et al. 2021

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…Our explanation, achieving learning outcomes of ECG content is not easy for students, especially it needs a sufficient time to learn and grasp the complexity of arrhythmia interpretations. Therefore, using interesting teaching strategy such as simulated mobile app for complex lectures will enhance student satisfaction which is reflected in their academic achievements [23,24].…”

Section: Discussionmentioning

confidence: 99%

Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

Salameh¹,

Ewais²,

Salameh³

2020

Int. J. Interact. Mob. Technol.

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Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course. On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p < 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p<0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education.

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“…Salah satu bentuk pemanfaatan teknologi dalam proses pembelajaran adalah penggunakan bahan ajar berbasis mobile learning. (Hafis & Supianto, 2018) menjelaskan bahwa Mobile learning adalah istilah untuk materi untuk pembelajaran maupun aktivitas belajar yang disampaikan menggunakan media perangkat bergerak yang mengakomodasi keterbatasan penyampaian multimedia, terutama dalam bentuk suara, gambar, animasi (video), dan teks. Pendapat lain, (Handayani, 2016:81) menyatakan bahwa mobile learning memungkinkan adanya lebih banyak kesempatan untuk kolaborasi dan berinteraksi secara informal diantara pebelajar.…”

Section: Pendahuluanunclassified

Pengembangan Bahan Ajar Membaca dan Menulis Berbasis Mobile Learning Sebagai Alternatif Belajar Mandiri Siswa Kelas Awal Sekolah Dasar

Maryono

Budiono

2021

basicedu

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Proses pembelajaran di SD khususnya kelas awal sangat membutuhkan berbagai sarana pendukung untuk proses pembelajara yang lebih efektif salah satunya pembelajaran membaca dan menulis. Di era pandemi Covid 19, dibutuhkan bahan ajar yang mampu menfasislitasi guru dan siswa dalam pencapaian tujuan pembelajaran, salah satunya bahan ajar berbasis mobile learning. Tujuan penelitian ini untuk mendeksripsikan prosedur pengembangan dan tingkat kelayakan bahan ajar membaca dan menulis berbasis mobile learning sebagai alternatif belajar mandiri siswa kelas awal sekolah dasar. Penelitian ini merupakan jenis penelitian pengembangan dengan mengadaptasi model pengembangan Hannafin dan Peck. Kelayakan produk dilihat dari tingkat validasi yang diberikan oleh validator materi, dan media, serta respon guru dan respon siswa. Subjek ujicoba dalam penelitian pengembangan ini adalah siswa kelas awal yakni kelas 1, 2 dan 3 dengan jumlah 9 orang. Hasil penelitian menujukan bahwa bahan ajar memenuhi kelayakan oleh validator materi dan media dengan persentase 88,88% dan 86,67%. Respon ujicoba didapat respon guru dengan persentase 82,05% (sangat layak) dan 77,78% subjek ujicoba menyatakan senang dalam menggunakan bahan ajar.

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Mobile Game Design for Learning Chemical Bonds with Endless Run Approach

Cited by 6 publications

References 17 publications

Mobile Learning Application for Helping Pupils in Learning Chemistry

Mobile Learning Application for Helping Pupils in Learning Chemistry

Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

Pengembangan Bahan Ajar Membaca dan Menulis Berbasis Mobile Learning Sebagai Alternatif Belajar Mandiri Siswa Kelas Awal Sekolah Dasar

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