scholarly journals Gameful Learning for a More Sustainable World

2021 ◽  
Author(s):  
Greta Hoffmann ◽  
Jella Pfeiffer
Keyword(s):  
Knowledge Transfer ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Real Life ◽  
Learning Outcome ◽  
Choice Test ◽  
Future Research ◽  
Design Element ◽  
Design Elements ◽  
Systems Research

AbstractMunicipal waste sorting is an important but neglected topic within sustainability-oriented Information Systems research. Most waste management systems depend on the quality of their citizens pre-sorting but lack teaching resources. Thus, it is important to raise awareness and knowledge on correct waste sorting to strengthen current efforts. Having shown promising results in raising learning outcomes and motivation in domains like health and economics, gamification is an auspicious approach to address this problem. The paper explores the effectiveness of gameful design on learning outcomes of waste sorting knowledge with a mobile game app that implements two different learning strategies: repetition and elaboration. In a laboratory experiment, the overall learning outcome of participants who trained with the game was compared to that of participants who trained with standard analogue non-game materials. Furthermore, the effects of two additional, learning-enhancing design elements – repetition and look-up – were analyzed. Learning outcome in terms of long-term retention and knowledge transfer were evaluated through three different testing measures two weeks after the training: in-game, through a multiple-choice test and real-life sorting. The results show that the game significantly enhanced the learning outcome of waste sorting knowledge for all measures, which is particularly remarkable for the real-life measure, as similar studies were not successful with regard to knowledge transfer to real life. Furthermore, look-up is found to be a promising game design element that is not yet established in IS literature and therefore should be considered more thoroughly in future research and practical implementations alike.

scholarly journals Logbook: a Tool for Learning Inside and Outside the Language Class

EL LE ◽  
2018 ◽  
Author(s):  
Marcella Menegale
Keyword(s):  
Knowledge Transfer ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Real Life ◽  
Learning Opportunities ◽  
Metacognitive Awareness ◽  
Language Competence ◽  
Language Class

One of the aims of language learning is that learners can apply outside the classroom what they learn at school and, vice versa, can use in classroom what comes from their experience in ‘real’ life, that is, outside school walls. However, as nearly a century of experimental research on the field has proved, knowledge transfer does not occur spontaneously, on the contrary, this capacity seems to be particularly complicated and difficult to encourage. It is therefore crucial to help learners gain awareness and make use of existing language learning opportunities as well as the learning strategies they can employ so to increase their capacity to make connections. Among the different tools that can be used to enhance both language competence and metacognitive awareness, logbook is considered one of the most handy and purposeful. This paper will try to explain what a logbook is and how it can be used with students with the intention to promote their language learning both in and out of the classroom.

scholarly journals To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yu-Chun Chiu ◽  
Jyh-Chong Liang ◽  
Hong-Yuan Hsu ◽  
Tzong-Shinn Chu ◽  
Kuan-Han Lin ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Medical Humanities ◽  
Structural Equation ◽  
Learning Outcome ◽  
Equation Modeling ◽  
Conceptions Of Learning ◽  
Basic Level

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

scholarly journals Inquiry-based E-LKPD in effort to improve the fourth grade students’ learning outcome

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Samsi Nur Hidayati ◽  
Sunyono Sunyono ◽  
Lilik Sabdaningtyas
Keyword(s):  
Elementary Schools ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Fourth Grade Students ◽  
Thematic Learning

This study aims to determine 1) the feasibility of inquiry-based e-LKPD, 2) the importance of e-LKPD in the process of learning mathematics in elementary schools, 3) the improvement of students' mathematics learning outcome. The syntax of inquiry-based e-LKPD is student orientation to problems, organizing students to learn, guiding the investigation of individual and group participants, developing and presenting work results, analyzing and evaluating problem-solving processes. The data were collected through interviews, questionnaires, and tests. The results showed that the low thematic learning outcomes of students was due to the fact that educators had not fully used teaching materials and models that could improve learning outcomes, so it was hoped that the inquiry-based e-LKPD could improve the fourth grade students’ thematic learning. It is clear that inquiry is one of the learning strategies that can be applied as a solution in improving student learning outcomes, in accordance with the characteristics of the students. Therefore, it can be concluded that the inquiry-based e-LKPD to improve student learning outcomes in elementary schools needs to be developed.

scholarly journals Building Bridges to a Better Engineering Design Education Experience

2011 ◽  
Author(s):  
Sean Maw
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Technical Writing ◽  
Real Life ◽  
Lessons Learned ◽  
Scale Model ◽  
Design Element ◽  
Transfer Program ◽  
Design Elements ◽  
Technical Drawing

In the Fall 2010 semester, Mount Royal University’s Engineering Transfer Program ran its first version of a new Engineering Design course that combined two term courses into one. The course consisted of integrated Technical Writing, Technical Drawing and Sketching, and Design elements. The Design element, consisting of three hours/week of in-class activities, focused on the introduction of elements of the design process, activities to expose students to the real-life aspects of each stage of the process, and a term project that brought all elements of the course together in one real-life application. The term project was the (re)design of a pedestrian footbridge on the Mount Royal (MRU) campus. The existing bridge, approximately 3.5 m long by 2 m wide, spans a man-made gulley and joins two parts of a pedestrian walkway. Relevant MRU grounds staff were involved in the project as clients and more than 100 students worked in small groups (3-5 members each) to design and then build a 1/3rd scale model of their bridge design using a somewhat constrained materials list and basic wood shop facilities. Components of the project were also integrated with other courses in the curriculum, such as Statics. This paper details the logistics of the course and of the project, as well as the lessons learned in terms of things that worked well and those that did not. Overall, the project was deemed a solid success based on feedback from students, clients and instructors. This kind of project could also be carried out at other Canadian university campuses with minimal alterations.

scholarly journals How do Online Learning Networks Emerge? A Review Study of Self-Organizing Network Effects in the Field of Networked Learning

2019 ◽  
Vol 9 (4) ◽  
pp. 289 ◽  
Author(s):  
Bieke Schreurs ◽  
Frank Cornelissen ◽  
Maarten De Laat
Keyword(s):  
Learning Outcomes ◽  
Learning Environments ◽  
Network Effects ◽  
Preferential Attachment ◽  
Future Research ◽  
Networked Learning ◽  
Learning Networks ◽  
Design Elements ◽  
Review Study ◽  
Self Organizing

In this article we want to understand in more detail how learning networks emerge in online networked learning environments. An adage in Networked Learning theory is that networked learning cannot be designed; it can only be designed for. This adage implicitly carries the idea that networked learning is seen as learning in which information and communication technology is used to promote (emergent) connections between learners and their peers, learners and tutors and learners and learning resources. Emergence entails a self-organizing component. However, there is no comprehensive understanding of how self-organizing network effects occur in networked learning environments, how they influence possible learning outcomes and how these network effects can be enhanced or frustrated by the design elements of different networked learning environments. By means of a review we investigate how the three most known self-organizing network effects occur in networked learning environments, namely preferential attachment, reciprocity and transitivity. Results show that in most studies self-organizing network effects are significantly present. Moreover we found important (design) elements related to the people, the physical environments and the tasks of the learning networks that could influence these self-organizing network effects. Studies that looked at learning outcomes are limited. Based on the review study future research directions for the field of Networked Learning are addressed.

scholarly journals Digital Learning Environments in Higher Education: A Literature Review of the Role of Individual vs. Social Settings for Measuring Learning Outcomes

2020 ◽  
Vol 10 (3) ◽  
pp. 78 ◽  
Author(s):  
Elke Kümmel ◽  
Johannes Moskaliuk ◽  
Ulrike Cress ◽  
Joachim Kimmerle
Keyword(s):  
Literature Review ◽  
Social Interactions ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Final Analysis ◽  
Learning Outcome ◽  
Future Research ◽  
Digital Learning ◽  
Social Settings ◽  
Digital Learning Environments

Research on digital learning environments has traditionally applied either an individual perspective or a social perspective to learning. Based on a literature review, we examined to what extent individual or social perspectives determined the learning outcome variables that researchers have used as measurements in existing studies. We analyzed prototypical approaches to operationalize learning settings (individual vs. social) published in peer-reviewed journals and identified their relation to several measures of learning outcomes. We rated n = 356 articles and included n = 246 articles in the final analysis. A total of 159 studies (64.6%) used an individual learning setting, while 87 studies (35.4%) used a social learning setting. As learning outcome measures, we observed self-reports, observable behavior, learning skills, elaboration, personal initiatives, digital activity, and social interactions. The two types of learning settings differed regarding the measurement of elaboration and social interactions. We discuss of the implications of our findings for future research and conclude that researchers should investigate further measures of learning outcomes in digital learning settings.

scholarly journals THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES

2015 ◽  
Vol 14 (4) ◽  
pp. 487-500
Author(s):  
Arsad Bahri ◽  
Aloysius Duran Corebima
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Cognitive Test ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Cognitive Learning Outcomes

The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

scholarly journals Improving candidate-based voting advice application design

2021 ◽  
Vol 40 (3) ◽  
Author(s):  
Veikko Isotalo
Keyword(s):  
Decision Making ◽  
Design Research ◽  
Real Life ◽  
Research Interest ◽  
Future Research ◽  
User Experiences ◽  
Design Elements ◽  
Voting Advice Applications ◽  
Application Design

Voting advice applications (VAAs) seek to strengthen democracy by assisting voters in voting-related decision-making. VAAs have become popular tools across many European democracies and their usage has been linked to real life electoral consequences. As VAA usage has become more prominent, this has also sparked research interest toward VAA design. However, most of the VAA design research has been conducted on party-based VAAs, whereas candidate-based VAAs that are in use in countries such as Finland, Denmark and Switzerland have been largely ignored. Moreover, research on overall VAA designs, in comparison to individual VAA design elements, is non-existent. This article discusses interdependencies of VAA design choices and proposes overall VAA designs that can improve existing Finnish candidate-based VAA designs, encouraging Finnish VAA developers to update their designs. Future research should develop and test the suggested designs, as more research on the topic is needed, especially regarding VAA user experiences.

scholarly journals PENGARUH MEDIA POWERPOINT DAN PENGETAHUAN AWAL TERHADAP HASIL BELAJAR PELAKSANAAN PEKERJAAN PEMBESIAN PADA SISWA KELAS XI TEKNIK KONSTRUKSI BANGUNAN SMK NEGERI 2 PEKANBARU.

2011 ◽  
Vol 5 (1) ◽  
pp. 90
Author(s):  
Sukianto Sukianto
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Higher Learning ◽  
Building Construction ◽  
Choice Test ◽  
Average Score ◽  
Standard Score ◽  
Low Level ◽  
Iron Work ◽  
Data Collection Technique

This research started from the low level of students’ outcome on the implementation of Iron Work at SMK Negeri 2 Pekanbaru.  It can be seen through the low level of studens’ score last three years that have an average score under Minimum Standard Score (KKM) it means that learning outcomes is not achieved as expected.  It was caused by learning outcomes is not appropriate.  Therefore, it done an effort to increase students’ learning outcome by using Powerpoint media.  This research has purpose to know whether Powerpoint media is higher than using wallchart media, result of early students’ knowledge is higher by using Powerpoint media than wallchart media and to see the interaction between early students' knowledge and Powerpoint media.    The population of this research is all of the students of XI grade that learn the Implementation of Iron Work.  Which consist of five classes.  The researcher took two classes as sample, they are XI grade of Building Construction Engineer 1 (TKB1) as experimental class and XI grade of Building Construction Engineer 2 (TKB2) as control class.  This research is queasy experiment.  The data collection technique uses multiple-choice test.  It tested with t-test as data analysis and Analysis of Variance (ANAVA).The results of this research shows: (1) students’ learning outcome by using Powerpoint media is higher than students’ learning outcome by using  wallchart media, (2) students' learning outcome early knowledge by using Powerpoint media is higher than using media wallchart media, (3) the students who has low early knowledge would get higher learning outcome by using Powerpoint media than using wallchart media, and (4) there is no interaction that is taught with Powerpoint media to early knowledge on students’ learning outcome.  The conclusion in this research is the effect of Powerpoint media and early knowledge can increase students’ learning outcome.

scholarly journals Penyusunan Bahan Pembelajaran Kompilasi Bagi Pengajar di SMK Negeri 1 Cibinong, Bogor Jawa Barat

Sarwahita ◽  
2022 ◽  
Vol 19 (01) ◽  
pp. 12-20
Author(s):  
Rusmono ◽  
Wisnu Djatmiko
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Science And Technology ◽  
Learning Outcome ◽  
Learning Objectives ◽  
Classroom Learning ◽  
Learning Materials ◽  
Public And Private ◽  
Theoretical Concepts ◽  
Instructional Objectives

Abstract In general, the form of learning at SMK Negeri I Cibinong Bogor is classroom learning using learning strategies and learning materials that refer to learning objectives. The competence of teachers in developing learning materials is considered to be still low, so it is necessary to make a training on Compilation of Compilation Learning Materials for teachers at SMK Negeri 1 Cibinong Bogor. The training was carried out using the method of applying science and technology directly to 55 teachers of public and private vocational schools in Cibinong Bogor using the Zoom application. The training was carried out in two sessions, namely: (1) discussing learning materials as a system, instructional analysis, setting specific instructional objectives, developing learning-outcome test instruments, developing learning strategies; and session (2) discusses theoretical concepts in developing compiled learning materials, preparing syllabus for one semester of subjects, the concept of making pieces of learning materials based on ICT for one semester, compiling pieces of learning materials based on ICT for subjects taught and making slides with MsPowerpoint, and then participants were asked to deliver Compiled Learning Materials complete with slides using MsPowerpoint. The results of the training showed that, in general, the teachers who participated in the training were still not maximal in mastering the following materials: (1) Instructional Analysis; (2) Develop Specific Instructional Objectives (ICT); (3) Developing Learning Outcomes Test Instruments; (4) and Developing Learning Strategies, so that the training objectives for the preparation of Compilation Learning Materials for 55 MPGP Electronics Engineering teachers conducted at SMK Negeri 1 Cibinong Bogor have not been maximally achieved.   Abstrak Secara umum, bentuk-pembelajaran di SMK Negeri I Cibinong Bogor adalah pembelajaran di kelas menggunakan strategi-pembelajaran dan bahan-pembelajaran yang mengacu dengan tujuan pembelajaran.  Kompetensi-guru dalam mengembangkan bahan pembelajaran dianggap masih rendah, sehingga perlu dibuat suatu pelatihan Penyusunan Bahan Pembelajaran Kompilasi untuk guru-guru di SMK Negeri 1 Cibinong Bogor. Pelatihan dilakukan menggunakan metode penerapan IPTEKS secara langsung ke 55 orang guru SMK Negeri dan Swasta di Cibinong Bogor menggunakan aplikasi Zoom.  Pelatihan dilaksanakan dalam dua-sesi, yaitu: (1) membahas  materi pembelajaran sebagai sistem, analisis instruksional, menyusun tujuan instruksional khusus, mengembangkan instrumen tes hasil-belajar, mengembangkan strategi pembelajaran; dan sesi (2) membahas konsep teori dalam pengembangkan bahan pembelajaran kompilasi, menyiapkan silabus mata-pelajaran satu semester, konsep membuat penggalan-penggalan bahan pembelajaran berdasarkan TIK untuk satu semester, menyusun penggalan bahan pembelajaran berdasarkan TIK mata pelajaran yang diampu dan membuat slide dengan MsPowerpoint, dan kemudian peserta diminta menyampaikan Bahan Pembelajaran Kompilasi lengkap dengan slide menggunakan MsPowerpoint.  Hasil pelatihan menunjukkan bahwa, secara umum, Guru-guru yang mengikuti pelatihan masih belum maksimal menguasai materi: (1) Analisis Instruksional; (2) Mengembangkan Tujuan Instruksional Khusus (TIK); (3) Mengembangkan Instrumen Tes Hasil Belajar; (4) dan Mengembangkan Strategi Pembelajaran, sehingga tujuan pelatihan penyusunan Bahan pembelajaran Kompilasi terhadap 55 orang guru MPGP Teknik Elektronika yang dilakukan di SMK Negeri 1 cibinong Bogor belum dapat tercapai maksimal.

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