scholarly journals Development of an Instructional Learning Object Design Model for Tablets Using Game-based Learning with Scaffolding to Enhance Mathematical Concepts for Mathematic Learning Disability Students

2015 ◽  
Vol 174 ◽  
pp. 1489-1496 ◽  
Author(s):  
Suwit Waiyakoon ◽  
Jintavee Khlaisang ◽  
Prakob Koraneekij
Keyword(s):  
Learning Disability ◽  
Design Model ◽  
Learning Object ◽  
Game Based Learning ◽  
Mathematical Concepts

To Play or to Learn?

2015 ◽  
Vol 5 (1) ◽  
pp. 56-74 ◽  
Author(s):  
Joan J. Erickson
Keyword(s):  
Game Design ◽  
Research Evidence ◽  
Math Education ◽  
Game Based Learning ◽  
Mathematical Concepts ◽  
Positive Effects ◽  
Educational Implications ◽  
And Performance ◽  
Concept Building ◽  
Math Concepts

Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.

scholarly journals Game Factors and Game-Based Learning Design Model

2015 ◽  
Vol 2015 ◽  
pp. 1-11 ◽  
Author(s):  
Yen-Ru Shi ◽  
Ju-Ling Shih
Keyword(s):  
Game Design ◽  
Past Research ◽  
Design Model ◽  
Educational Game ◽  
Learning Design ◽  
Digital Game ◽  
Game Based Learning ◽  
Game Value ◽  
Design Factors

How to design useful digital game-based learning is a topic worthy of discussion. Past research focused on specific game genres design, but it is difficult to use when the target game genre differs from the default genres used in the research. This study presents macrodesign concepts that elucidates 11 crucial game-design factors, including game goals, game mechanism, game fantasy, game value, interaction, freedom, narrative, sensation, challenges, sociality, and mystery. We clearly define each factor and analyze the relationships among the 11 factors to construct a game-based learning design model. Two application examples are analyzed to verify the usability of the model and the performance of these factors. It can assist educational game designers in developing interesting games.

Game-Based Learning in Design History

2009 ◽  
pp. 478-488 ◽  
Author(s):  
Barbara Martinson ◽  
Sauman Chu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Computer Game ◽  
Learning Object ◽  
Learning Design ◽  
Design History ◽  
Game Based Learning ◽  
Learning Tool ◽  
College Course ◽  
Types Of Information

Games are increasingly being used to teach content in a variety of courses from elementary to graduate education. This study investigates the effectiveness of using a game, to learning design history content, and it examines students’ preferred learning activities based on learning styles. Forty-two students played a computer game and then responded to a 10-item quiz. Learning style or times played did not impact achievement on the quiz. Students did prefer games as a learning tool, but equally preferred lecture and projects. This study does indicate that games can be used as tools to teach various types of information within a college course. Games added variety to the design history course and made learning facts more fun. The concrete nature of the game was appropriate for this particular group of students, most of whom had concrete learning styles. Finally, the recycling of a previously designed learning object made the project affordable in terms of time and money.

scholarly journals A Development of Number Circuit Game Based Learning Strategy to Introduce Numeral Symbols for Children Aged 4-5 Years

2020 ◽  
Vol 4 (01) ◽  
pp. 47-58
Author(s):  
Rahmi Wardah Ningsih ◽  
Slamet Suyanto ◽  
Fauzi Fahmi
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activities ◽  
P Value ◽  
Design Development ◽  
Game Based Learning ◽  
Mathematical Concepts ◽  
Qualitative And Quantitative ◽  
Analysis Design

Understanding the concept of numeral symbols in early childhood is fundamental to understanding mathematical concepts in the future. In view of that, children aged 4-5 years found many problems such as unable to distinguish the form of number symbols, unappropriated learning strategies, and monotonous learning activities. This study aimed to: (1) develop the learning strategies using number circuit games to introduce numeral symbols for 4-5-year-old-children; (2) assess the effectiveness of implementing number circuit games as the learning strategies introducing numeral symbols for 4-5-year-old children. ADDIE with five stages – namely analysis, design, development, implementation, and evaluation – was adopted in this research. The data were analyzed descriptively through qualitative and quantitative techniques. The evidence revealed that: (1) the introduction of numeral symbols for 4-5-year-old children by memorizing and understandings required the implementation of game-based learning strategies; (2) number circuit games which were modified based on the material, the implementation, and the purpose were suitable for children of 4-5 years old; (3) learning strategies using number circuit games to introduce numeral symbols for children of 4-5 year with p-value. Sig 0.000 < 0.05 had revealed that there were significant differences in children’s ability in identifying the numeral symbols.

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