User-generated microgames for facilitating learning in various scenarios: perspectives and preferences for elementary school teachers

Rahmadi, Imam Fitri; Lavicza, Zsolt; Kocadere, Selay Arkün; Padmi, Russasmita Sri; Houghton, Tony

doi:10.1080/10494820.2021.2010221

Cited by 10 publications

(11 citation statements)

References 34 publications

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“…Cooperation between countries is encouraged to implement projects to strengthen the curriculum based on STEM education [9]. SEAQIS is one of the institutions appointed by UNESCO partners to make this program a success [16].…”

Section: Literature Review 21 Stem Education In Indonesiamentioning

confidence: 99%

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

et al. 2022

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Learning satisfaction has a relationship with student outcomes. Furthermore, this has prompted many governments to increasingly implement STEM education-based learning. Many studies have examined the improvement of STEM education by teachers. However, the studies have not analyzed STEM education’s effect on students’ learning satisfaction. Extending the planned behavior theory, this study aimed to predict high school students’ learning satisfaction with STEM education. The questionnaire developed from the TPB model was filled out by 174 high school students in Indonesia. Furthermore, AMOS and SPSS 23 software were used for structural equation model analysis. The results showed that seven of twelve hypotheses were supported. Subjective norm and playfulness factors of STEM education positively relate to students’ attitudes toward STEM education. Attitude is the most important factor influencing student satisfaction and acceptance toward STEM education. Therefore, this study provides a theoretical and practical contribution to improving learning satisfaction in technology-based STEM education.

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Section: Literature Review 21 Stem Education In Indonesiamentioning

confidence: 99%

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

et al. 2022

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“…This predicts that the behavioral intention is the main factor determining the users' actual utilization of the new technology. In TAM, the relationships observed between behavioral intention and actual use have reportedly been verified by many studies, such as Al-Rahimi et al (2013), Abdul Rabu et al (2019), and Alismaiel (2021). Despite being widely used to predict user intentions in all scientific fields, the TAM model still had some limitations.…”

Section: Technology Acceptance Modelmentioning

confidence: 89%

“…Microgames are easily used by teachers as one of the numerous technology-based learning media, to facilitate more students’ interests in the classroom ( Grace et al, 2015 ; Rahmadi et al, 2021 ). This is based on having a positive effect at all education levels, such as learning outcome improvements, educational interest, and teacher-student interactions ( Brom et al, 2011 ; Chai-Arayalert and Puttinaovarat, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

et al. 2022

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Microgames are rapidly gaining increased attention and are highly being considered because of the technology-based media that enhances students’ learning interests and educational activities. Therefore, this study aims to develop a new construct through confirmatory factor analysis, to comprehensively understand the factors influencing the use of microgames in mathematics class. Participants of the study were the secondary school teachers in West Java, Indonesia, which had a 1-year training in microgames development. We applied a quantitative approach to collect the data via online questionnaires through google form. Structural Equation Modelling (SEM) with AMOS software was used to analyze the proposed model. Empirical results confirmed the perceived easy to use and subjective norm influence (PEU and SN) relationship with teachers’ microgame usage behaviors and intentions. In this condition, SN was found to have the initial significant influence on behavioral intention (BI), as attitude, BI, and facilitating conditions also correlated with the actual use of microgames. Furthermore, the largest influential factor was BI, with the results subsequently showing that TPACK had no significant influence on the actual use of microgames. This report is expected to help bridge the gap across several previous studies, as well as contribute to the explanation and prediction of the factors influencing the teachers’ mathematical utilization of the study’s program. Besides this, it also helps to increase the use of microgames in teaching and learning activities.

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“…Moreover, there are other modern technologies to be considered to support STEM teaching and learning in formal and informal environments (Bell et al, 2013; Wang et al, 2014). These technologies include virtual reality (VR; Lamb & Etopio, 2020); augmented reality (Holmes et al, 2021; Lasica et al, 2020; Semenikhina et al, 2021); modelling and simulation (Carpenter et al, 2019; Dickes et al, 2020; Langbeheim et al, 2020; Vasconcelos & Kim, 2020); online labs (Zervas et al, 2016); educational games (Annetta et al, 2014; Costa et al, 2015; Marques & Pombo, 2021; Rahmadi et al, 2021); modelling via 3D‐printing (Asempapa & Love, 2021; Falloon et al, 2022; Schelly et al, 2015); and educational robots (Çetin & Demircan, 2020; Kim et al, 2015; Kopcha et al, 2017; Leonard et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Professional development for STEM educators: A bibliometric analysis of the recent progress

Ahmed

Zhang

et al. 2023

Review of Education

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STEM teacher professional development (STEM‐TPD) has become a hot topic of educational research. To evaluate the main characteristics, status and trends of this educational field and to provide new insights for future studies, this review applies a bibliometric analysis of relevant publications. The Web of Science (WoS) core collection database was used as the source of bibliographic data for the period 2011–2021; specifically, 776 articles published in 232 journals were selected for this review. The bibliometric analysis was then carried out using Bibliometrix and VOSviewer to explore trends and patterns in the STEM‐TDP literature. It is essential to note that the analysis does not account for the quality of the selected studies. However, it presents the results using various perspectives such as citation, co‐citation, spatial and lexical networks based on frequencies, network analysis and descriptive patterns. The findings show that the number of relevant publications has grown significantly in recent years, in particular from 2015 to 2021. The findings, based on citation metrics, highlight the most influential authors, institutions and journals in the area. Authors from different countries have contributed to this research area, but there is a low volume of international collaboration among them. The analysis also reveals the dynamic changes in trends, keywords and themes in this research area. The review concludes with some recommendations for future research, and the suggested implications may also benefit other stakeholders in STEM education.

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User-generated microgames for facilitating learning in various scenarios: perspectives and preferences for elementary school teachers

Cited by 10 publications

References 34 publications

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

Factors Influencing Student Satisfaction toward STEM Education: Exploratory Study Using Structural Equation Modeling

Factors influencing microgame adoption among secondary school mathematics teachers supported by structural equation modelling-based research

Professional development for STEM educators: A bibliometric analysis of the recent progress

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