Terminology Entries (Alphabetical Presentation)

Richey, Rita C.

doi:10.1007/978-1-4614-6573-7_1

Cited by 4 publications

(6 citation statements)

References 262 publications

(352 reference statements)

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“…Learning while playing games is simply called game-based learning (Richey, 2013), an innovative learning environment that utilises games as a means of gaining knowledge and skills (Qian & Clark, 2016). The process of learning from games is iterative, consisting of briefing, playing, and debriefing activities (Routledge, 2009).…”

Section: Conceptual Backgroundmentioning

confidence: 99%

Investigating the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform

Rahmadi,

Lavicza,

Arkün Kocadere

et al. 2024

Education Tech Research Dev

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Although user-generated microgames, defined as very simple games made by non-professionals on open platforms, are popular and appear to have considerable advantages in facilitating learning, further exploration is needed to establish their potential in instructional practices. The present study investigates the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform. Through an exploratory experiment research method, four elementary school teachers designed and implemented microgame-based learning utilising these very small games on GeoGebra Classroom attended by 129 students. Data were gathered from lesson plans, classroom activity records and self-reflection questionnaires. This study revealed that teachers designed learning with various user-generated microgames and debriefing methods respecting learning content, but they shared comparatively similar scenarios by inserting microgame-based learning into the middle of the main session. The completion rate for the debriefing activity is minimum although the total joining times overshoot the number of students. Teachers found that user-generated microgames are acceptable to orchestrate short serious gaming sessions even though they are limited to one player with basic interfaces. Notwithstanding several disadvantages of these microgames recognised by students, such as missing learning instructions and inadequate interfaces, they so far enjoy learning by playing the games. The most critical implication of this study is to provide sufficient instructions and additional time for microgaming sessions in elementary schools to ensure sustainable completion of the briefing, playing and debriefing activities.

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Section: Conceptual Backgroundmentioning

confidence: 99%

Investigating the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform

Rahmadi,

Lavicza,

Arkün Kocadere

et al. 2024

Education Tech Research Dev

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“…Fasa ini sangat penting dalam perancangan sesuatu kajian (Amani Dahaman, 2014). Menurut Richey (2013), analisis keperluan merupakan satu alat untuk mengenalpasti jurang yang terdapat dalam situasi sekarang dengan situasi yang dikehendaki dalam kajian. Tinjauan literatur juga dilaksanakan dalam fasa ini bagi melihat modul-modul yang telah dibangunkan bagi menyelesaikan masalah melibatkan tajuk statistik deskriptif dan visualisasi data.…”

Section: Metodologi Dan Dapatan Kajianunclassified

Penerapan Konsep Gamifikasi Pada Perancangan Modul Pembelajaran Untuk Pendidikan Statistik

Khalid,

Othman,

Kasbun

et al. 2023

e-JPI

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Modul merupakan bahan pembelajaran yang bertujuan untuk membolehkan para pelajar belajar secara sendiri. Penggunaan modul dapat membantu pengguna memahami isi kandungan pelajaran di samping menambahkan lagi penguasaan terhadap sesuatu topik yang terkandung di dalam modul. Kajian ini bertujuan untuk membangunkan sebuah modul digital tergamifikasi bagi menyokong Pengajaran dan Pemudahcaraan (PdPc) dalam subjek statistik asas (MoDSA). Modul digital ini dibina bagi tajuk statistik deskriptif dan visualisasi data berdasarkan kepada integrasi Model ADDIE, Model Prototaip Pengulangan Interaktif (IRP) serta Lima Langkah Mengaplikasi Gamifikasi dalam Pembelajaran oleh Huang dan Soman. Proses pembangunan modul ini melibatkan peringkat penyediaan draf modul, penilaian pakar dan penentuan kesahan modul. Modul ini dinilai oleh tiga orang pakar bidang yang terdiri daripada ahli-ahli akademik dalam bidang matematik, statistik dan kaedah penyelidikan. Kajian ini diharapkan dapat menyumbang kepada aspek penggunaan pendekatan gamifikasi dalam pembelajaran statistik.

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“…The sixth chapter focuses on "Media Theory" and provides a comprehensive definition of media, an overview of the role of media in the learning process, and a comparative analysis of early and new approaches to media selection and media use. As the book was published before the popularity of different social media and new developments in the instructional technology field, including artificial intelligence (AI), readers need to complement this chapter with a closer examination of up-to-date literature in the area (including the edited book of Richey, 2013;An, 2021). However, the chapter remains an essential resource to understand the focus of media theory, the different ways in which media impacts learning, and the manifestations of media theory in ID.…”

Section: Introductionmentioning

confidence: 99%

Review of “The dimensions of an instructional design knowledge base: Theory, research, and practice”

Warkineh,

Gizaw,

Kelkay

2024

BJE

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This review assesses the book titled "The instructional design knowledge base: Theory, research, and practice" authored by Richey, Klein, and Tracy, highlighting its emphasis on foundational knowledge, extensive theory base, and application to current Instructional Design (ID) practices. The book offers a comprehensive overview of ID theories from various disciplines, making it valuable for scholars, graduate students, educators, and practitioners in the field. It also guides decision-making and includes suggestions for future research, making it beneficial for researchers aiming to contribute to the field of ID.

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Terminology Entries (Alphabetical Presentation)

Cited by 4 publications

References 262 publications

Investigating the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform

Investigating the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform

Penerapan Konsep Gamifikasi Pada Perancangan Modul Pembelajaran Untuk Pendidikan Statistik

Review of “The dimensions of an instructional design knowledge base: Theory, research, and practice”

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