Digital Games and the Teaching and Learning of Mathematics: A Survey Study

The study aimed to identify the importance of using stimulants of cognition strategies in the teaching-learning process and to identify the most prominent types of these stimulants, Based on a survey of the relevant literature. To achieve these two objectives, the researcher followed the steps of the descriptive approach and the analytical procedures. Results indicated the importance of employing stimulants of cognition strategies in teaching different subjects/materials, as well as and its contribution to the learning of students at different school stages, Furthermore, the study came out with a list of stimulants consisted of (22) types of stimulants on which the previous studies and literature agreed. Finally, the researcher presented a set of recommendations that emphasizes the importance of using these Stimulants in the teaching and learning process.

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Beyond Play: Conceptualising the Capability of a Good Digital Game to Stimulate Interest in STEM

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.10.13 ◽

2021 ◽

Vol 20 (10) ◽

pp. 232-255

Author(s):

Shahrul Affendi Ishak ◽

Rosseni Din ◽

Umi Azmah Hasran

Keyword(s):

Learning Outcomes ◽

Conceptual Understanding ◽

Teaching And Learning ◽

Main Idea ◽

Digital Games ◽

Stem Learning ◽

Global Issue ◽

Design Perspective ◽

Comprehensive Framework ◽

Stem Teaching

Digital games are one of the potential pedagogical approaches within STEM teaching and learning. The main idea behind using digital games in STEM contexts is to enhance the children’s conceptual understanding and to increase their interest in STEM. The interest in STEM is still an unsolved global issue. Most studies looking into digital games show there to be positive implications when it comes to STEM learning. This gap and the uncorrelated scenario from both the theoretical and practical perspectives need to both be solved. Here we conceptualise the usefulness of STEM digital games for stimulating an interest in STEM, particularly among children from a design perspective. The previous studies are the main qualitative sources for the interpretation of the main argument in this paper. As result, digital games have a strong empirically supportive foundational basis that acts as a medium to stimulate interest. To achieve this, STEM digital games should be designed to be of better quality. Good STEM digital games will contribute to better STEM learning outcomes and meaningful gaming experiences that can contribute to the interest in STEM. This study proposes a comprehensive framework to understand the purpose of the design and development of STEM digital games.

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STUDENTS’ WILLINGNESS TO COMMUNICATE USING ENGLISH: A SURVEY STUDY

Paramasastra ◽

10.26740/parama.v8n1.p60-74 ◽

2021 ◽

Vol 8 (1) ◽

pp. 75

Author(s):

Ajeng Ayu Rihardini ◽

Rahmati Putri Yaniafari ◽

Nur Mukminatien

Keyword(s):

Foreign Language ◽

Survey Research ◽

Research Design ◽

Teaching And Learning ◽

Willingness To Communicate ◽

Survey Study ◽

Language Classroom ◽

Foreign Language Classroom Anxiety ◽

The Common ◽

Common Problems

In Indonesia, one of the common problems encountered by many English teachers during the process of teaching and learning in the classroom is students’ unwillingness to communicate using English. Having learners who are willing to communicate using English in class is essential in a language classroom that following the communicative approach (Riasati, 2012). This study aims to investigate students’ perceptions towards willingness to communicate using English in the classroom. It employs a quantitative approach, survey research design. To know the students’ willingness to communicate using English, a well-known FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz, E.K., Horwitz, and M. B., Cope J. (1986) was adapted. 115 students of SMK Negeri 10 Malang participated as the respondents. Based on the findings, it is concluded that tenth and eleventh grade students at SMK Negeri 10 Malang have a positive opinion towards willingness to communicate using English in the classroom. They stated that learning and communicating using English is essential and beneficial. However, their willingness to communicate using English itself is quite low and it is quite a serious problem.

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PERSEPSI SISWA SEKOLAH MENENGAH ATAS TENTANG PENGGUNAAN SMARTPHONE SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.53 ◽

2019 ◽

Vol 2 ◽

Author(s):

Irma Wahyuni

Keyword(s):

Teaching And Learning ◽

English Language ◽

Research Result ◽

Smart Phone ◽

English Language Teaching ◽

Survey Study ◽

Narrative Form ◽

Digital Learning ◽

Smartphone Use ◽

Learning English

In her previous-related study the researcher discussed about the digital learning model aiming at educating Indonesian students and English language teaching and learning practitioners in increasing the listening and speaking skills in English (Wahyuni, 2017). Meanwhile in this research, the researcher focused on the students’ perception on the use of smartphone as an English learning media especially for Indonesian Secondary High School (SMA) students. This is the type of concurrent mix (combination) research whose qualitative method is more highly used than its quantitative method. Data collecting techniques in this research are survey study with Likert-scaled questionnaire, direct observation, and interview. The survey result then classified and ranked statistically to know the frequency level of the smartphone use in learning English as well as to encounter students’ perception on it.To present more comprehensive data and information, the research result then quantitatively illustrated in an appropriate chart or diagram, and qualitatively described in narrative form. The implication about the use of smart phone is presented as well to give more insightful view for the students or teachers about how to maximize the advantages of smart phone media in learning English.

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Bases for Summative Evaluation of Educational Digital Games and Their Implications in School Scenario

Handbook of Research on Immersive Digital Games in Educational Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5790-6.ch011 ◽

2019 ◽

pp. 287-311

Author(s):

Isa de Jesus Coutinho ◽

Lynn Rosalina Gama Alves

Keyword(s):

Pilot Study ◽

Interaction Design ◽

Teaching And Learning ◽

Ad Hoc ◽

Digital Games ◽

Evaluation Methodology ◽

Summative Evaluation ◽

School Environments ◽

Games For Learning ◽

Learning Principles

The theme of this chapter is in accord with the growing discussion proposed by several researchers while investigating games contributions for teaching and learning, particularly in relation to school. Within school environments, parents and teachers perceive that moment with suspicion, thus augmenting their questions about which evidence would point to games as capable of facilitating learning. Therefore, methodologies, procedural field, and evaluation instruments arise in an attempt to evidence the contributions of games for learning. The chapter's main objective is to present the bases of a summative evaluation methodology for educational digital games, having as a guiding tool an instrument ad hoc. The principles which orientate such grounds are based on interaction design and on the learning principles of Paul Gee. The instrument description is also included, as well as its enforceability by means of a pilot study.

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Game Design Interaction in Digital Gameplay and Language Teaching and Learning

Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5140-9.ch022 ◽

2018 ◽

pp. 449-476

Author(s):

Kayo Shintaku

Keyword(s):

Social Learning ◽

Learning Strategies ◽

Game Design ◽

Teaching And Learning ◽

Language Use ◽

Digital Games ◽

Intermediate Level ◽

Reference List ◽

Careful Design ◽

Good Retention

Digital games have drawn attention as second and foreign language (L2) tools for providing pedagogical potentials such as authentic and meaningful language use and social learning. However, less research examines how a game design interacts with pedagogical mediation. Intermediate-level learners of Japanese (n = 9) played a vernacular game in Japanese using a vocabulary reference list and worksheets before, during, and after their gameplay. In-game vocabulary was identified as primary or secondary based on its functionality, and vocabulary pre-, post-, and delayed tests were given. Results showed good retention between the posttest and delayed test when both types of vocabulary were combined. When separated, the primary vocabulary was retained well, but the secondary vocabulary was not retained. This confirms that in-game vocabulary functionality impacts learning and implicates the careful design of supplemental materials to balance learning strategies and guide L2 learners' attention in using vernacular games.

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Digital Mobile Games in Education

Encyclopedia of Mobile Phone Behavior ◽

10.4018/978-1-4666-8239-9.ch038 ◽

2015 ◽

pp. 454-465 ◽

Cited By ~ 1

Author(s):

Xiaoming Liu ◽

Qing Li

Keyword(s):

Game Design ◽

Teaching And Learning ◽

Digital Games ◽

Mobile Technologies ◽

Educational Values ◽

Mobile Games ◽

Current State ◽

Learning Practices ◽

Third Line ◽

Future Direction

The engaging, interactive power of digital games makes them a compelling tool for teaching and learning. With the emergence of mobile technologies into our daily life, mobile digital games start to gain attention from both researchers and educators. In this paper, the authors synthesize the existing literature on mobile digital games in the field of education. This review of the current state of educational mobile games indicates the following four strands. The first strand of literature focuses on exploring the attitudes of both students and educators towards mobile digital games in classrooms. The second body of literature addresses the educational values of mobile digital games. The third line of research focuses on ways to integrate mobile digital game design into current teaching and learning practices. Finally, some studies examine the specific challenges when developing mobile digital games both from designers' perspectives and educators' points of view. This article finishes with a discussion of the future direction of research related to educational digital mobile games.

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PREVALENCE OF MUSCULOSKELETAL PAIN AND DISCOMFORT DUE TO ONLINE TEACHING AND LEARNING METHODS DURING LOCKDOWN IN STUDENTS AND TEACHERS: OUTCOMES OF THE NEW NORMAL

Journal of Musculoskeletal Research ◽

10.1142/s0218957721500202 ◽

2021 ◽

pp. 2150020

Author(s):

Alka Pawalia ◽

Shabnam Joshi ◽

Preeti ◽

Vikram Singh Yadav

Keyword(s):

Musculoskeletal Pain ◽

Online Teaching ◽

Teaching And Learning ◽

Sampling Technique ◽

Survey Study ◽

Snowball Sampling ◽

School Students ◽

Musculoskeletal Problem ◽

Online Mode ◽

Social Media Platforms

Purpose: The sudden lockdown due to COVID-19 in India led to closure of schools and colleges. This resulted in an increased usage of online mode of study, with a more sedentary lifestyle. The survey study aimed to analyze the prevalence of any musculoskeletal problem in students and teachers due to the same. Methodology: A Google Form was distributed by a snowball sampling technique using various social media platforms. A total of 715 responses were received. Results: Maximum respondents were in the age range of 18–25 years. Eighty eight percent of participants in the survey were involved in the online mode of education, with 60.8% experiencing some form of musculoskeletal pain or discomfort; 71% of people believed that the cause of pain was online working. Neck pain (51.3%) followed by low back pain (33.4%) and headaches (29.8%) were commonly reported. University teachers reported maximum pain followed by university students, school teachers and school students. Of all the respondents, 60.8% people admitted to adopting awkward postures while at work, whereas only 27.6% of them exercised to relieve pain and discomfort. Conclusion: There is an urgent need to develop appropriate intervention strategies for people involved in sedentary online work to prevent the occurrence of musculoskeletal pain and discomfort. Physical therapy can play a major role in managing this lifestyle hazard.

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STUDENTS’ PERCEPTION TOWARD ENGLISH TEACHERS’ ACADEMIC PERFORMANCE IN THE CLASROOM AT SMP MUHAMMADIYAH AL-AMIN SORONG

Qalam Jurnal Ilmu Kependidikan ◽

10.33506/jq.v5i1.246 ◽

2018 ◽

Vol 5 (1) ◽

pp. 52

Author(s):

Muhaiminah Akib ◽

Abdurrahman Abdurrahman ◽

Mirna Hamid

Keyword(s):

Academic Performance ◽

Learning Process ◽

Subject Matter ◽

Teaching And Learning ◽

Survey Study ◽

Second Grade ◽

Negative Perception ◽

Second Grade Students ◽

The Social ◽

High Level

The object of this research is describing the students’ perception and to investigate how the students their perception about their teacher in learning process among second grade students of SMP Muhammadiyah Al-Amin Sorong. The method of this research was descriptive quantitative, the collect data is analyzed by using Statistical Package for the Social Science (SPSS) version 17. The survey study was conducted to gather data from respondents. There were 31 students as respondents in this study. The instrument is questionnaire. The students’ perception about their teacher academic performance was in high level category. The students have 2 positive perceptions and one negative perception. Positive perception is in teacher knowledge of subject matter and teacher attitude to work. While negative perception is in the teacher’s skill of teaching the subject matter. Generally, the result of the data analysis and testing hypothesis shows that most of the students gave perception toward their teachers’ performance in teaching and learning process.

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