Serious games in theology

Shaikh, Sa’diyya

doi:10.4102/hts.v75i4.5465

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…It also agrees with Oliver (2019) who stated that implementing games into the curriculum as well as implementing serious games at the undergraduate level in universities pragmatically on the application of serious games to the biblical languages -Greek, Hebrew and Latin -proposed that they should be presented to students as paper. behind the glass [26]. The same statement was made by the author where a game application can change the way of learning and students' interest in learning.…”

Section: Related Workmentioning

confidence: 70%

Scratch Quiz Game Development using AppsGeyser

Syarifuddin¹,

Albahri²

2022

ijsecs

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The aim of the research is to develop a Scratch Quiz Game using AppsGeyser. The method used in this research is Design and Creation, which is a research method that describes and creates a new product. The steps in this method are Awareness, Suggestion, Development, Evaluation and Conclusion. It is known that the research results have succeeded in designing a Scratch Quiz game using AppsGeyser. The stages carried out from the initial stages of research, development by applying the GDLC (Game Development Life Cycle) development method starting from the initiation, pre-production, production, testing, beta, and release stages until testing has been carried out. The test results show that 57% can understand the meaning of the game being tested without the need for direction by the game maker, 82% agree that the display is attractive, 64% of every game question has the correct answer, 71% of students agree that the application can replace class exams conventional, but on the question of whether students can make applications similar to AppsGeyser, they answered % stating that students still do not understand in making similar game applications.

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Section: Related Workmentioning

confidence: 70%

Scratch Quiz Game Development using AppsGeyser

Syarifuddin¹,

Albahri²

2022

ijsecs

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“…Most of the authors focus on the use of games (Camacho, Esteve-Gonzalez & Gisbert, 2016;Oliver, 2019;Shute, 2011;Tierney, Corwin, Fullerton & Ragusa, 2014), whereas few of them tackle the issue of how to transfer the experience matured in face-to-face settings into the online context.…”

Section: Resultsmentioning

confidence: 99%

A multidimensional approach to support training activities in the digital era

Marzano

Usca

2020

PROSOC

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The digital revolution is producing changes that require continuous learning interventions. Accordingly, there is an increasing demand for lifelong learning that requires new teaching–learning approaches applicable to a large number of learners. A transformative learning is argued to be a powerful approach to tackle the online learning issues, providing trainees with the opportunity to learn, confront, engage, reflect and explore new learning modalities. In this paper, we present an ongoing research aimed to employ online learning for different student needs. It has been carried out within the scope of an applied research project, DocTDLL. We illustrate the multidimensional approach that has been developed to support the online training activities of Ph.D. students, integrating both the transformative learning and social learning paradigms. We also report the data that emerged from a survey conducted in Latvia on a sample of 260 people to explore the attitudes and expectations regarding digital learning.

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“…Brown (2013:18) suggests that, apart from being a Homo sapiens (a human knower) and a Homo faber (a human maker), a student is also a Homo ludens (a human player). For more information on gamification, read Oliver (2017), and for applying a serious game to Theology, read Oliver (2019).…”

Section: The Fourth Industrial Revolution and Educationmentioning

confidence: 99%

Teaching theology in the Fourth Industrial Revolution

Shaikh

2020

HTS Teologiese Studies / Theological Studies

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Post-school education (PSE) in South Africa mostly takes place within an industrial-age factory environment as has been done for the past 50 years or longer. This is the case despite the fact that the world is on the brink of, or already part of, the Fourth Industrial Revolution (4IR), called by some an ‘emerging new world order’. Educating students today like we did it half a century ago has now become education to a ‘quickly vanishing world’. Although one may argue that the content of Theology will not be much affected by the 4IR, it is proposed that the way in which that content is communicated and educated should change drastically. Doing this will prepare our students to become relevant preachers or theologians in the current (post-)postmodern society. The proposed model in this article is called an outside-in model – contrasted to the current inside-out model of education – in which our students should be taught to develop a sense of deep learning, to effectively learn and work in and with groups, to use their mobile devices (cell phones and tablets) and social media within the environment of education and to discuss new ways of gathering God’s people.The question that each educator should ask themselves nowadays is: Am I really preparing my students for the future that they are facing?Contribution: A new way of teaching Theology in the 4IR is imperative for our students. This article suggests how it could be done. Although this entails willpower and persuading the mostly ‘old’ lecturers in Theology to engage with real technology, it is all about the student, because many of these students will become the lecturers of tomorrow. Our faculties or departments of Theology are therefore urged to fit themselves into the new mould and to train our future theologians in a 4IR way.

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Serious games in theology

Cited by 4 publications

References 8 publications

Scratch Quiz Game Development using AppsGeyser

Scratch Quiz Game Development using AppsGeyser

A multidimensional approach to support training activities in the digital era

Teaching theology in the Fourth Industrial Revolution

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