Similarities and Differences in Learning of Metacognitive Skills

Abstract

This article explores the potential use metacognitive skills learned in computer games to teach mathematics. This study explored the similarities and differences in the learning of metacognitive skills between computer games and mathematics education. A mixed-methods approach was employed in which a quantitative survey (students, n=174) and a qualitative interview (six mathematics teachers, eight students) were administered to concurrently at two secondary schools in Malaysia. Data collected has shown that there is no direct and explicit connection between the two learning contexts. In computer games, pupils could learn: (a) multitasking, (b) land navigation, (c) teamwork, (d) bottom-up approach to problem solving, and (e) concentration skills. However, it is understandable that a mathematics education (a) is single-tasking, e.g. solves problems step-by-step, (b) uses graphic representation, (c) involves collaborative learning, (d) follows top-down approach to problem-solving, and (e) could use multiple sensory modalities to ameliorate learning.

The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage

“…On the other hand, they also considered that it would allow students aged from 3 to 6 years old to develop mathematical skill and knowledge [27] and reading comprehension and language, as opposed to the findings by [42], but in line with those found by [49]. In addition, in agreement with [50], the early childhood teachers-in-training believed that videogames would help children to acquire thinking schemes that will bring them closer to the basic notions of order, quantity, number series and functions [51], as well as problem-solving [52].…”

“…As for the second objective (To explore the existence of different dimensions about the use of videogames, to make progress feasible in the curriculum of the early childhood stage in the area of mathematics), the existence of two dimensions was corroborated, which brought together, on one hand, the items related to the skills linked with the comprehension of concepts where other curricular elements intervened, such as language, writing, and what was named "development of mathematical thinking" [52]. Moreover, a second dimension is linked to the "establishment of relationships between concepts" [27].…”

Education Game As An Effort Delightful Learning In The Elementary School

“…Selain itu juga terdapat beberapa permainan yang dapat membantu siswa dalam memahami pembelajaran. Pembelajaran menggunakan media game edukasi ini bertujuan untuk memudahkan proses pembelajaran, menumbuhkan kekreatifan dan inovasi pendidik dalam mendesain pembelajaran yang komunikatif dan interaktif, serta sebagai solusi menghadapi permasalahan di tengah kesibukan pendidikan (An & Cao, 2017;Costa et al, 2017;Gholizadeh et al, 2018;Mclaren et al, 2017;Miller et al, 2019;Moffat et al, 2017;Wilson et al, 2017;Yong et al, Pengembangan media ini menggunakan langkah 4-D, yaitu (1) tahap pendefenisian (define), dengan melakukan analisis kurikulum dan analisis siswa, (2) tahap perancangan (design), dengan menentukan SK, KD, indikator, tujuan, dan materi pokok pembelajaran, mendesain dan merancang media terkait materi yang terdapat pada tema 1 subtema 2, (3) tahap pengembangan (develop), yaitu dengan melakukan uji validitas media kepada ahli (validator), uji praktikalitas media berupa angket kepada siswa kelas V SDN 02 Taluak, dan uji efektifitas media melalui kegiatan evaluasi yang diberikan kepada siswa untuk melihat apakah media yang dikembangkan mampu meningkatkan aktivitas dan hasil belajar siswa, (4) tahap penyebaran (disseminate), dilakukan pembatasan (karena keterbatasan waktu, tenaga dan biaya, sehingga penyebaran hanya dilakukan pada skala terbatas yaitu pada satu sekolah lain) penyebaran di kelas V SDN 03 Tigo Jangko.…”

“…Jika siswa telah belajar dengan senang, tentu materi pembelajaran yang disampaikan akan lebih mudah diserap oleh siswa (Barnard, 2017;Gauthier & Jenkinson, 2017;Kim, 2019;Sardone, 2018;Yong, Gates, & Chan, 2019). Oleh karena itu penyajian materi pembelajaran menggunakan media pembelajaran yang menarik perlu dilakukan.…”

Visualization and Experiential Learning of Mathematics for Data Analytics

“…Another study conducted in a Bachelor's degree program reports that fostering experiential learning strategies favors the students' understanding of theoretical concepts in Business studies [35]. However, an empirical study exploring the similarities and differences in the learning of metacognitive skills between computer games and mathematics education has shown that there is no direct and explicit connection between the two learning contexts [36]. In the context of our study that requires life-long learning and analytical skills for the IT workforce, it is important to engage industry in education [37].…”