scholarly journals Enhancing Learning Performance and Motivation of Cultural Heritage Using Serious Games

2020 ◽  
pp. 073563312096382 ◽  
Author(s):  
Li Ye ◽  
Ruoyan Wang ◽  
Jing Zhao
Keyword(s):  
Cultural Heritage ◽  
Learning Outcomes ◽  
Serious Games ◽  
Learning Activities ◽  
Learning Performance ◽  
Jigsaw Puzzle ◽  
Experimental Setting ◽  
Motivation Scale ◽  
Bronze Mirrors

In recent years, more serious games are used in different learning areas to improve the process of knowledge acquisition and learning outcomes. This study discusses a game mode based on a jigsaw puzzle with scaffolding-aid for cultural heritage learning. A case study using an historical pattern from China examines the effectiveness of improving learning performance and motivation. By using this game in an experimental setting in comparison with traditional video learning, this paper observes and evaluates the learning outcomes of 42 freshmen with no prior knowledge of bronze mirrors` patterns and subjects. Their learning outcomes, experience and motivation change were collected via a series of tests and motivation scale. The result of the experiment demonstrates that compared with traditional video learning, the game process based on a digital puzzle can help learners better identify and retain pattern structure and improve learning motivation. This study provides experience in designing serious games for cultural heritage learning activities.

Serious Games & Cultural Heritage: A Case Study of Prehistoric Caves

2009 ◽  
Author(s):  
Damien Djaouti ◽  
Julian Alvarez ◽  
Olivier Rampnoux ◽  
Vincent Charvillat ◽  
Jean-Pierre Jessel
Keyword(s):  
Cultural Heritage ◽  
Serious Games

scholarly journals The Effectiveness of the Implementation of the Case Methods in the Learning Evaluation Course at State Islamic University of North Sumatera

2018 ◽  
Vol 6 (1) ◽  
pp. 103
Author(s):  
Rusydi Ananda
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Learning System ◽  
Learning Activities ◽  
Teaching Staff ◽  
Case Study Method ◽  
Test Statistic ◽  
Learning Evaluation

In the development of learning, it is very important to consider the characteristics of students to choose the appropriate approach in the learning activities. Teaching staff as the organizer of learning activities are required to seek the interaction of learners with other components of the learning system optimally. This research reveals about the efforts to improve student learning outcomes in the course by applying case study method strategy. The selection and application of learning strategy of the case method in learning course and learning Evaluation is conducted in accordance with the characteristics of the Learning Evaluation course itself which requires thinking skills and interaction skills from the students to understand the materials contained therein. The method used in this research is classroom action research. The results showed that the implementation of case study method strategy can improve learning outcomes in the course of Evaluation of Learning. This is evident from the increasing percentage of students in the eight aspects observed from both cycles carried out in the action of this study. This fact is supported by the result of t test statistic test where obtained tct = 7,17 while ttable price = 1,682 so it can be interpreted that applying of case study method strategy can improve learning result of learning course lesson.

scholarly journals Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

2020 ◽  
pp. 27-42
Author(s):  
Kai-Yi Chin ◽  
Ya-Chuan Kao ◽  
Ching-Sheng Wang
Keyword(s):  
Augmented Reality ◽  
Cultural Heritage ◽  
Student Learning ◽  
Authentic Learning ◽  
Experimental Results ◽  
Learning Activities ◽  
Learning Performance ◽  
First Year ◽  
Learning Interest ◽  
First Year Student

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.

scholarly journals MERETAS MOTIVASI BELAJAR PESERTA DIDIK DI ERA PANDEMI MELALUI VIDEO VIRTUAL LABORATORY

2021 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Wahyuni Budi Hastuti Sumarno
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Positive Response ◽  
Education Technology ◽  
Learning Activities ◽  
Virtual Laboratory ◽  
Learning Science ◽  
Hands On ◽  
Learning Test

Students' lack of enthusiasm in learning science-physics online during a pandemic requires the writer to look for small breakthroughs in the learning process of Dynamic Electricity material. PhET (Physical Education Technology) can be used as an alternative virtual media to guide students to learn science concepts hands-on and mind-on with enthusiasm. This article is a resume of a learning test using a virtual laboratory on dynamic electricity material for MTsN science subjects. The learning test aims to see the motivation of students towards learning and measure their learning outcomes. In this case study, observation, interview, and test techniques were used. The statements concluded that the use of PhET in online learning activities received a very positive response from students, as indicated by their response and enthusiasm. Good response and reasonable confidence impact the evaluation results, which show 86% of students achieve completeness with a KKM value = 75.

scholarly journals Promoting Significant Learning: A Case Study in Computational Chemistry

2019 ◽  
Vol 2 (1) ◽  
pp. 93-108
Author(s):  
Ruben Dario Parra
Keyword(s):  
Computational Chemistry ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
Learning Activities ◽  
Human Dimension ◽  
Application Integration ◽  
Ability To Work ◽  
Course Content ◽  
The Subject

This paper describes various pedagogical efforts implemented to promote significant learning in a computational chemistry course. The taxonomy of significant learning advanced by Fink (2003) is used as a framework to discuss the results. In this taxonomy, Fink identifies six categories of learning: foundational, application, integration, human dimension, caring, and learning how to learn. Significant learning occurs when all six kinds of learning are promoted. In the computational chemistry course, the learning outcomes are aligned with these kinds of learning, and students are provided with learning activities to get them engaged with the course content. These activities purposefully activate students’ prior knowledge, increase their motivation, develop basic skills, apply and integrate what they learn in realistic situations, develop an appreciation for computational chemistry as an ally in science, and further their ability to work independently and with others, and to continue learning about the subject matter beyond the course.

scholarly journals Virtual Collaborative Learning Using Wiki for Adult ODL Learners: The Case of Wawasan Open University

2015 ◽  
Vol 10 (2) ◽  
pp. 1-12 ◽  
Author(s):  
Ean Teng Khor*
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Learning Performance ◽  
Management Systems ◽  
Academic Learning ◽  
Collaborative Tool ◽  
Open And Distance Learning ◽  
Preliminary Study ◽  
And Performance

Virtual collaborative learning has been gaining in popularity in open and distance learning (ODL) over the last decade. In collaborative learning environments, the instructors facilitate and initiate discussion on particularissues of concern. Students are given the chance to share their knowledge in a way theyhave not been used to and the possibility of participating in a coordinated effort to solve problems together. A preliminary study showed that collaborative learning activities enhancedstudent satisfaction, achievedthe course learning outcomes and encouragedgroup participation. Peer-to-peer interaction has been shown to be successful and can be engaged in during collaborative learning activities. Wiki is widely promoted as a virtual collaborative tool and has been integrated into several learning management systems. However, there are only limited studies on the effectiveness of moodle-wiki for virtual collaborative learning. Therefore, the aim of this study is to evaluate the effectiveness of moodle-wiki in terms of students' perceptions and performance. The data collected were analysed and evaluated, and the statistical results demonstrate that the students hadpositive perceptions of moodle-wiki and the collaborative tool enhanced their learning performance. This study will be useful for instructors and course designers as a guide to investigating students' perceptions and evaluating the effectiveness of a collaborative tool. The findings of this research are also useful for stakeholders to maximize students' academic learning achievement.

scholarly journals Gauge Object Oriented Programming in Student’s Learning Performance, Normalized Learning Gains and Perceived Motivation with Serious Games

Information ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 101
Author(s):  
Suhni Abbasi ◽  
Hameedullah Kazi ◽  
Ahmed Waliullah Kazi ◽  
Kamran Khowaja ◽  
Ahsanullah Baloch
Keyword(s):  
Learning Outcomes ◽  
Serious Games ◽  
Real Life ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Instructional Materials ◽  
Learning Performance ◽  
Control Group ◽  
Learning Gain ◽  
Study Results

Serious Games (SG) provide a comfortable learning environment and are productive for various disciplines ranging from Science, Technology, Engineering, and Mathematics (STEM) to computer programming. The Object Oriented (OO) paradigm includes objects related to real life, and is considered a natural domain that can be worked with. Nonetheless, mapping those real-life objects with basic Object-Oriented Programming (OOP) concepts becomes a challenge for students to understand. Therefore, this study is concerned with designing and developing an SG prototype to overcome students’ difficulties and misconceptions in learning OOP and achieving positive learning outcomes. An experimental evaluation was carried out to show the difference between the experimental group students’ performance, who interact with the developed game, and students of the control group, who learn via the traditional instructional method. The experimental evaluations’ main finding is that the experimental group’s performance is better than the control group. The experimental group’s Normalized Learning Gain (NLG) is significantly higher than the control group (p< 0.005, paired t-test). The evaluation study results show that the developed prototype’s perceived motivation on the Instructional Materials Motivation Survey (IMMS) 5-point Likert scale resulted in the highest mean score for attention (3.87) followed by relevance (3.66) subcategories. The results of this study show that the developed SG prototype is an effective tool in education, which improves learning outcomes and it has the potential to motivate students to learn OOP.

scholarly journals Penggunaan Media Gambar Rumah Adat Jawa Tengah Untuk Mengenalkan Bangun Datar pada Pembelajaran Matematika Siswa Kelas 2

2020 ◽  
Vol 5 (1) ◽  
pp. 67-75
Author(s):  
YULI SETIYANI
Keyword(s):  
Learning Outcomes ◽  
Category Learning ◽  
Mathematics Learning ◽  
Case Study Research ◽  
Learning Activities ◽  
Activity Involvement ◽  
Study Research ◽  
Central Java ◽  
Classical Average

The use of learning media for traditional Javanese traditional houses in mathematics learning of flat-build material selected by teachers in class 2 MI MA'ARIF NU 2 SANGGREMAN results showed an increase in learning activities both in terms of activities and learning outcomes. This research is a case study research. The activity shows during the implementation of learning activities motivation, interest, activity, involvement, and enthusiasm of students to learn in the "high" category. Learning activities also take place interactively. Question and answer activities built by the teacher were welcomed by students. From the results of the implementation of Mathematics learning activities the material of flat build by utilizing the learning media of traditional houses in Central Java showed maximum results. From 12 students of grade 2, the number of students who have reached KKM is 10 students or 83.33% and not yet KKM is only 2 students or 16.67% students. And the classical average has reached the classical completeness which is 80.33.

PENINGKATAN KEMAMPUAN MENULIS PARAGRAF DEDUKTIF MELALUI METODE DRILL SISWA KELAS III C SD NEGERI 006 KUBANG JAYA KECAMATAN SIAK HULU KABUPATEN KAMPAR

2017 ◽  
Vol 6 (2) ◽  
pp. 441
Author(s):  
Lisnarwati Lisnarwati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Class Iii ◽  
Writing Ability ◽  
Student Activity ◽  
Planning Implementation ◽  
Classroom Action Research ◽  
Low Ability

This research is based on the low ability to write deductive paragraph, the average result of deductive paregrat writing ability obtained by students is 27,55 or with failure category. To improve the learning outcomes, the researcher performs improvement research by applying the drill merode. This research is a classroom action research conducted in class III C SD Negeri 006 Kubang Jaya, Kecamatan Siak Hulu, Kabupaten Kampar, this research is done in two cycles, using four stages: planning, implementation, observation and reflection. The result of research stated that the ability of writing paragraphs and learning activities has increased, in cycle I the activity of teacher get score 28 (46,6%), in cycle II activity of teacher have increase with score 57 (95,00%), while in activity of sisswa in cycle I get score 1395 (80,20%), in cycle II student activity have increase with score 1478 (84,90%). The ability to write a deductive paragraph of students also experienced an increase, in the first cycle average writing ability of students is 43.89 with the category less, and in the second cycle average writing ability of students is 68.03 with enough category. Based on the results of this study can be concluded that the ability to write a paragraph deductive students class III C SD Negeri 006 Kubang Jaya, Kecamatan Siak Hulu, Kabupaten Kampar, increased after applied drill method.

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