scholarly journals Educational Board Game and Flashcard: Which one is better for learners at beginner level of Chinese language?

2020 ◽  
Vol 7 (4) ◽  
pp. 89-104
Author(s):  
Ju-May Wen ◽  
Hai Dung Do ◽  
Eric Zhi-Feng Liu ◽  
Chun-Hung Lin ◽  
Shihping Kevin Huang
Keyword(s):  
Learning Outcomes ◽  
Empirical Research ◽  
Chinese Language ◽  
Higher Learning ◽  
Learning Motivation ◽  
Flow Experience ◽  
Board Game ◽  
Board Games

The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group.

scholarly journals Meningkatkan Kemampuan Speaking Siswa dengan Media Board game di MTs Nahdlatun Nasyiin Kadur Pamekasan

2020 ◽  
Vol 4 (2) ◽  
pp. 90-100
Author(s):  
Muhammad Darrin Zuhri ◽  
Kusyairi Kusyairi
Keyword(s):  
Research Question ◽  
Learning Motivation ◽  
Board Game ◽  
Board Games ◽  
Class Actions ◽  
Class Viii ◽  
Game Board ◽  
Speaking Skills

Abstrak: Pengajaran Speaking (berbicara) sangatlah penting. Kenyataannya, banyak siswa mendapatkan masalah untuk berbicara bahasa Inggris dan mendapatkan motivasi belajar yang rendah. Tujuan dari penelitian ini adalah untuk menguji apakah board game dapat meningkatkan keterampilan berbicara siswa di kelas VIII MTs Nahdlatun Nasyin Kadur pamekasan dan untuk mengetahui faktor-faktor yang mempengaruhi meningkatkan keterampilan berbicara. Penelitian ini diklasifikasikan ke dalam tindakan kelas penelitian. Data dikumpulkan melalui penilaian, observasi, dan wawancara. Temuan penelitian ini telah menjawab pertanyaan penelitian, bahwa menggunakan permainan papan game (board games) dapat meningkatkan keterampilan berbicara siswadi MTs Nahdlatun Nasyiin Kadur Pamekasan. Board game (papan permainan) adalah bentuk permainan yang sangat menyenangkan sehingga bisa memberikan tanmbahan semangat untuk bisa berbicara bahasa Inggris dengan mudah dan cepat.  Teknik ini sangat berguna untuk meningkatkan siswa keterampilan berbicara dan motivasi belajar.   Kata kunci: Keterampilan, berbicara, papan permainan   Abstract: Teaching Speaking is very important. In fact, many students have problems speaking English and getting low learning motivation. The purpose of this study is to test whether board games can improve the speaking skills of students in class VIII of MTs Nahdlatun Nasyin Kadur village and to find out the factors that influence improving speaking skills. This study was classified into research class actions. Data is collected through assessment, observation, and interviews. The findings of this study have answered the research question, that using board games can improve the speaking skills of students at MTs Nahdlatun Nasyiin Kadur Pamekasan. A board game is a form of play that is very fun so it can provide a lot of enthusiasm to be able to speak English easily and quickly. This technique is very useful for improving students' speaking skills and learning motivation.   Keywords: Skills, Speaking, Board game

scholarly journals THE INFLUENCE OF INQUIRY LEARNING MODEL AND LEARNING MOTIVATION ON RESULTS LEARNING HISTORY AT STATE 6 HIGH SCHOOL BANDAR LAMPUNG

2019 ◽  
Vol 6 (7) ◽  
pp. 74-78
Author(s):  
Adi Wiranata ◽  
Sarkadi ◽  
Nurzengky Ibrahim
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Inquiry Learning ◽  
Higher Learning ◽  
Learning Motivation ◽  
Public High School ◽  
Learning Models ◽  
Multiple Choice Tests ◽  
Learning History

This study aims to determine the effect of learning models and learning motivation on students' historical learning outcomes at Bandar Lampung 6 Public High School. The type of research used is quantitative research using 2x2 level treatment design experiment methods. The population consists of all students of class XI IPS. The sample consisted of two classes are class XI IIS 1 and XI IIS 3 with total is 56 students. The instruments used for learning outcomes are multiple-choice tests and learning motivation are questionnaires. The results of this study indicated that: (1) student learning outcomes given a model of inquiry learning is higher than students given conventional learning models (2) there is an influence of interaction between learning models and learning motivation (3) students' historical learning outcomes given inquiry learning models and having higher learning motivation is higher than students given conventional learning models and having high learning motivation (4) historical learning outcomes of students given inquiry learning models and having low learning motivation is lower than students given conventional learning models and having low learning motivation.

scholarly journals Pengaruh Penerapan Media Peta Pikiran dan Motivasi Belajar terhadap Hasil Belajar Ekonomi Siswa Kelas X IPS di SMA Negeri 1 Gunung Talang Kabupaten Solok

2016 ◽  
Vol 1 (01) ◽  
pp. 42-50
Author(s):  
Fajri Basyirun
Keyword(s):  
Learning Outcomes ◽  
Sampling Technique ◽  
Mean Value ◽  
Higher Learning ◽  
Learning Motivation ◽  
Quasi Experimental ◽  
The Media ◽  
High Motivation ◽  
Mind Maps ◽  
Economics Student

This study aims to find (1) Differences in learning outcomes of students who apply learning media mind map has a higher learning outcomes than the media board, (2) difference in students who have high motivation to learn higher learning outcomes of the students who have the motivation low learning, and (3) the interaction between the use of media mind map with motivation toward economics student learning outcomes. This type of research is quasi-experimental. The sampling technique was purposive sampling. The results of the study are (1) students are taught implement instructional media mind maps had significantly higher learning outcomes than students who were taught using the media blackboard with sig. = 0.001, is smaller than the value of α = 0.05 (sig. <Α), (2) high learning motivation students had significantly higher learning outcomes than students with low learning motivation with sig. = 0.001, is smaller than the value of α = 0.05 (sig. <Α) and (3) there is no interaction with the media use mind maps motivation on learning outcomes of students with sig. The mean value = 1.000 sig. Greater than the value of α = 0.05 (sig.> Α). Based on these results, it is recommended that teachers use media mind maps on the learning process mainly on economic subjects.

Integrating Educational Board Game in Chinese Learning Environment to Enhance Students' Learning Performance and Flow Experience

2019 ◽  
Vol 9 (4) ◽  
pp. 31-43
Author(s):  
Ju May Wen ◽  
ChunHung Lin ◽  
Eric Zhi Feng Liu
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Flow Experience ◽  
Board Game ◽  
Learning Gap ◽  
Medium Level ◽  
Chinese Learning ◽  
High Level ◽  
Level Group

Game-based learning is a wide-used learning way in recent years. Many research have showed that educational board games cause a positive effect on students' learning motivation. Therefore, the purpose of this study is to investigate the effect of educational board game on students' Chinese learning performance, flow experience, and learning motivation. Nineteen undergraduate students participated in this study. The outcomes indicated that the integration of educational board game into Chinese learning could maintain and arouse students' learning. Also, the study showed that game-based Chinese learning activities could significantly improve students' learning performance and narrow the learning gap between high-level group students and medium-level group students.

scholarly journals Does Cooperative Learning Increase Students’ Motivation in Learning?

2019 ◽  
Vol 8 (5) ◽  
pp. 12
Author(s):  
Van Dat Tran
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Higher Learning ◽  
Learning Motivation ◽  
Control Group ◽  
Education Students ◽  
Vietnamese Higher Education ◽  
Second Year ◽  
Experimental Group

The present study examines the impacts of cooperative learning on the motivation for 72 second-year Vietnamese higher education students in the Research Methods in Education over the nine-week course. Seventy-two students were allocated into two smaller groups of 36 students. The same lecturer was assigned to teach these two groups of students. Cooperative learning was applied for the experimental group, while lecture-based teaching was utilized in the control group for the whole course. The study outcome demonstrated significant higher learning motivation in the experimental group than that in the control group. Implications for innovation in teaching methods and further research are suggested to popularize more cooperative learning for better learning outcomes.

scholarly journals Design Ideas for an Issue-Situation-Based Board Game Involving Multirole Scenarios

2020 ◽  
Vol 12 (5) ◽  
pp. 2139
Author(s):  
Ping-Han Cheng ◽  
Ting-Kuang Yeh ◽  
Yen-Kai Chao ◽  
Jing Lin ◽  
Chun-Yen Chang
Keyword(s):  
Learning Outcomes ◽  
Water Resource ◽  
Role Playing ◽  
Board Game ◽  
Board Games ◽  
Comprehensive Information ◽  
Games For Learning ◽  
Resource Adaptation ◽  
Situational Learning ◽  
Design Ideas

In learning based on socio-scientific issues, teachers primarily use role playing in situation learning to promote students’ knowledge and responsibility and to teach them how to reach a consensus in multirole scenarios. However, if participants only engage with the material from the perspective of having one role, they will ignore comprehensive information on said issue. Therefore, the roles students play during multirole situational learning lead to diversity biases in learning results. To help participants enhance their competencies related to issues and eliminate learning gaps, we developed an issue-based board game named Water Ark based on the following four design ideas: multirole simulation, reflective goal, systemic situation, and interactions of society. The results indicated that after playing the game, participants’ knowledge and responsibility regarding water resource adaptation improved significantly. Furthermore, the findings revealed that the gap between the learning outcomes of participants with different roles in the game was not statistically significant, except in terms of students’ personal willingness to act. Thus, these design ideas could improve the utility of board games for learning about socio-scientific issues with multirole scenarios.

scholarly journals Using Technology-Mediated Board Game on Young Learners

2020 ◽  
Vol 5 (2) ◽  
pp. 136-148
Author(s):  
Niluh Putu Puri Palupi Sukenasa ◽  
Ju-Ling Shih ◽  
Herman Dwi Surjono
Keyword(s):  
Fruits And Vegetables ◽  
Vocabulary Learning ◽  
Learning Motivation ◽  
Learning Performance ◽  
Board Game ◽  
Learning Achievement ◽  
Board Games ◽  
Young Learners ◽  
Quasi Experimental ◽  
Learning English

Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia.

Integrating Educational Board Game in Chinese Learning Environment to Enhance Students' Learning Performance and Flow Experience

2022 ◽  
pp. 1265-1279
Author(s):  
Ju May Wen ◽  
ChunHung Lin ◽  
Eric Zhi Feng Liu
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
Learning Performance ◽  
Flow Experience ◽  
Board Game ◽  
Learning Gap ◽  
Medium Level ◽  
Chinese Learning ◽  
High Level ◽  
Level Group

Game-based learning is a wide-used learning way in recent years. Many research have showed that educational board games cause a positive effect on students' learning motivation. Therefore, the purpose of this study is to investigate the effect of educational board game on students' Chinese learning performance, flow experience, and learning motivation. Nineteen undergraduate students participated in this study. The outcomes indicated that the integration of educational board game into Chinese learning could maintain and arouse students' learning. Also, the study showed that game-based Chinese learning activities could significantly improve students' learning performance and narrow the learning gap between high-level group students and medium-level group students.

PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MEMBACA BAHASA INGGRIS

2019 ◽  
Vol 11 (2) ◽  
pp. 195
Author(s):  
. Nurli ◽  
R Mursid ◽  
Samsidar Tanjung
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Social Simulation ◽  
Higher Learning ◽  
Learning Motivation ◽  
Learning To Read ◽  
Student Reading ◽  
Eighth Grade Students ◽  
Simulation Learning ◽  
English Students

Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) hasil belajar siswa membaca dalam bahasa Inggris yang diajar dengan strategi pembelajaran  Simulasi Sosial lebih tinggi daripada dengan strategi pembelajaran Ekspositori, (2) hasil belajar membaca siswa dalam bahasa Inggris  dengan motivasi belajar tinggi lebih tinggi daripada motivasi belajar rendah, dan (3) interaksi antara strategi pembelajaran dan motivasi belajar dalam mempengaruhi hasil belajar membaca siswa bahasa Inggris. Populasi penelitian ini adalah seluruh siswa kelas VIII Madrasah Tsanawiyah Peureulak Aceh Timur terdiri dari 6 kelas dengan jumlah sebanyak 204 siswa.  Hasil penelitian menunjukkan: (1) rata-rata hasil belajar siswa yang diajar dengan strategi pembelajaran Simulasi Sosial lebih tinggi daripada  yang diajar dengan strategi pembelajaran ekspositori, (2) rata-rata hasil belajar siswa dengan motivasi belajar tinggi  lebih tinggi daripada motivasi belajar rendah, dan  (3) terdapat interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar Bahasa Inggris.  Kata Kunci: strategi  pembelajaran, motivasi belajar, membaca bahasa inggris  Abstract: The purpose of this study was to find out: (1) learning outcomes of students reading in English taught with Social Simulation learning strategies higher than with Expository learning strategies, (2) student reading learning outcomes in English with higher learning motivation rather than low learning motivation, and (3) the interaction between learning strategies and learning motivation in influencing the results of learning to read English students. The population of this study was all eighth grade students of Madrasah Tsanawiyah Peureulak, East Aceh consisting of 6 classes with a total of 204 students. The results showed: (1) the average learning outcomes of students taught with Social Simulation learning strategies were higher than those taught with expository learning strategies, (2) the average learning outcomes of students with high learning motivation were higher than low learning motivation, and (3) there are interactions between learning strategies and learning motivation towards learning outcomes in English. Keywords: learning strategies, learning motivation, reading English

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

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