Mobile game-based learning system for a local language

AbstracDiscussion Method On Learning Classical Books to Improving ReadingSkills. Essay. Muhammad AhsanulHusna. The yellow book is a classic bookthat written by scholars' salaf, and use arabic language, without harakat(punctuation), without a description of the local language.Compiled inbrownish yellow sheets, containing various scientific disciplines, bothreligious and non-religious, among boarding schools. The method mostclsssical of yellow book learning is known as the Bandongan term, which isto sharpen the yellow text with a beard meaning and written by Arabic Pegonas a local language. Kyai told directly to students, and satri wrote what wassaid by the Kyai. This learning system is a monologue, there is no directdialogue with the santri, except the explanation of Kyai that related with theyellow book that is being read.Key words: Learning Classic Books, Improving Reading SkillsAbstrakMetode Diskusi Dalam Pemebelajaran Kitab Kuning Klasik DalamPeningkatan Keterampilan Membaca. Essay. Muhammad Ahsanul Husna.Kitab kuning adalah kitab klasik yang ditulis oleh para ulama’ salaf, yangdituangkan dalam bahasa Arab, tanpa harakat (tanda baca), tanpa keteranganbahasa lokal. Disusun dalam lembaran-lembaran berwarna kuningkecokelatan, berisi berbagai disiplin ilmu pengetahuan, baik keagamaanmaupun non keagamaan, diajarkan dikalangan pondok pesantren. Medotepembelajaran kitab kuning paling klasik dikenal dengan istilahBandongan,yaitu mengasahi teks kitab kuning dengan makna jenggot bertuliskan ArabPegon dalam ejaan bahasa lokal setempat. Disampaikan secara langsung olehKyai dihadapan para santri, yang menulis apa yang diucapkan oleh Kyai.Sistem pembelajaran ini monolog, tidak terjadi dialog dengan santri secaralangsung, kecuali penjelasan Kyai yang berhubungan dengan teks kitabkuning yang sedang dibaca.Kata Kunci: Pemebelajaran kitab kuning Klasik, Keterampilan Membaca

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CoboChild: a blended mobile game-based learning service for children in museum contexts

Data Technologies and Applications ◽

10.1108/dta-05-2016-0042 ◽

2018 ◽

Vol 52 (3) ◽

pp. 294-312 ◽

Cited By ~ 2

Author(s):

Tien-Yu Hsu ◽

HsinYi Liang ◽

Chuang-Kai Chiou ◽

Judy C.R. Tseng

Keyword(s):

Learning Environment ◽

Physical Space ◽

Influential Factors ◽

Game Based Learning ◽

Museum Learning ◽

Content Type ◽

Mobile Game ◽

Children’S Learning ◽

Child Centered ◽

Children's Learning

Purpose The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations. Design/methodology/approach CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning. Findings CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences. Practical implications CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011. Originality/value This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.

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