scholarly journals Design and development EduPocket A+

2021 ◽  
pp. 94-100
Author(s):  
Norfaridatul Akmar ◽  
Nur Yasmin Nadhirah ◽  
Ainul Tasneem ◽  
Iman Sabrina ◽  
Fitrah Nasuha
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Educational Games ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Active Engagement ◽  
Game Based Learning ◽  
Engineering Mathematics ◽  
Collaborative Skills ◽  
Interest And Motivation

The objective of  Science, Technology, and Engineering Mathematics (STEM), is not only focused on scientific knowledge and concepts but 21st century skills such as collaborative skills, communication, critical thinking, creativity and computational thinking should be emphasized in science learning. This concept paper discusses how to develop the EduPocket A+ and this application features easy-to-grasp notes and animations to present the Physics syllabus in a simple manner. EduPocket A+ is an (Android APK) application where individuals are able to access notes) through interactive means as well as prep individuals to answer essay questions for the SPM Physics Paper 2. A review of the literature shows that educational games can improve student academic achievement. In addition, this learning approaches provide a fun learning environment, increasing active engagement students in learning, and increase students ’interest and motivation in STEM education. However, studies on game-based learning involving students as educational games designers or inventors are still lacking in Malaysia, especially at the secondary school. Furthermore, relatively little research has focused on the development of Edu-PocketA+  as effectiveness of educational games mastery of 21st century skills in STEM. Therefore, this concept paper discusses the development of EduPocketA+ that involving students in making games in learning, facilitating strategies in physics learning concepts and improve 21st century skills among students.

A Classification of Computational Thinking Model Based on Computational Thinking Abilities in Game-Based Learning Activities

2021 ◽  
Vol 12 (3) ◽  
pp. 1029-1035
Author(s):  
Maizatul Hayati Mohamad Yatim Et.al
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Computational Thinking ◽  
Learning Activities ◽  
Learning Activity ◽  
Game Based Learning ◽  
Qualitative Research Design ◽  
University Setting

This article reports a structural classification taxonomy on computational thinking abilities among tertiary students in game-based learning activities focusing on the playing games approach. The computational thinking abilities among tertiary students involves with the two main constructs which are solving problem creatively and making decision in game-based learning activity for their learning purposes. This study described the fundamental issue of applying computational thinking to tertiary students in university setting towards nurturing 21st Century skills. The issues were then analysed using attributes embedded in three different areas which are the computational thinking, game-based learning activities, and the 21st Century skills. A case study with ten students was used as the qualitative research design, and subsequently through interview protocol and observations. From the case study conducted, a taxonomy of computational thinking for enhancing 21st Century skills in game-based learning (playing games) approach was developed to classifying computational thinking with student’s experiences in game-based learning activity. It is believed that this research can helps educators and curriculum decision makers in identify the appropriate computing activities for tertiary students in university.

Towards Modelling Effective Educational Games Using Multi-Domain Framework

2019 ◽  
pp. 165-177
Author(s):  
Mifrah Ahmad ◽  
Lukman Ab Rahim ◽  
Kamisah Osman ◽  
Noreen Izza Arshad
Keyword(s):  
Qualitative Methods ◽  
21St Century ◽  
Educational Games ◽  
Design Methods ◽  
Literature Survey ◽  
Game Based Learning ◽  
Literature Evidence ◽  
Effective Development ◽  
Game Developers

Game-based learning (GBL) has dominantly become an emerging teaching industry in 21st century. To provide an effective development of educational games (EG) with assurance of effectiveness, modelling and design methods are highlighted. To model EG, game developers must understand existing elements' interaction and relationships. The elements of EG have been documented in literature; however, the relationships are not well documented. Hence, this research has established these relationships by conducting a literature survey and identifying the relationships between different elements. Consequently, they are validated by eight game-based learning experts via qualitative methods and the validation results are interpreted using the hermeneutics method of the interpretivism paradigm. In this chapter, the authors present the relationships that they found most crucial to validate since they have the least literature evidence. With the relationships identified and documented, game developers will have better understanding of the interaction between each element and can produce better models of EG.

Towards Modelling Effective Educational Games Using Multi-Domain Framework

2018 ◽  
pp. 3337-3347 ◽  
Author(s):  
Mifrah Ahmad ◽  
Lukman Ab Rahim ◽  
Kamisah Osman ◽  
Noreen Izza Arshad
Keyword(s):  
Qualitative Methods ◽  
21St Century ◽  
Educational Games ◽  
Design Methods ◽  
Literature Survey ◽  
Game Based Learning ◽  
Literature Evidence ◽  
Effective Development ◽  
Game Developers

Game-based learning (GBL) has dominantly become an emerging teaching industry in 21st century. To provide an effective development of educational games (EG) with assurance of effectiveness; modelling and design methods are highlighted. To model EG, game developers must understand existing element's interaction and relationships. The elements of EG have been documented in many literature, however, the relationships are not well documented. Hence, this research has established these relationships by conducting a literature survey and identifying the relationships between different elements. Consequently, they are validated by eight game-based learning experts via qualitative methods and the validation results are interpreted using hermeneutics method of the interpretivism paradigm. In this chapter, we present the relationships that we found most crucial to validate since they have the least literature evidence. With the relationships identified and documented, game developers will have better understanding of the interaction between each elements and can produce better models of EG.

Cognitive Modeling of Learning Using Big Data From a Science-Based Game Development Environment

2020 ◽  
Vol 10 (4) ◽  
pp. 22-39
Author(s):  
Leonard Annetta ◽  
Richard Lamb ◽  
Denise M. Bressler ◽  
David B. Vallett
Keyword(s):  
Cognitive Processing ◽  
21St Century ◽  
21St Century Skills ◽  
Cognitive Modeling ◽  
Educational Games ◽  
Educational Game ◽  
Development Environment ◽  
Data Set ◽  
Server Side ◽  
Artificial Neural Network Ann

The purpose of this study was to identify the underlying cognitive attributes used during the design and development of science-based serious educational games. Study methods rely on a modification of cognitive diagnostics, item response theory, and Bayesian estimation with traditional statistical techniques such as factor analysis and model fit analysis to examine the data and model structure. A computational model of the cognitive processing using an artificial neural network (ANN) allowed for examination of underlying mechanisms of cognition from a server-side data set and a 21st century skills assessment. ANN results indicate that the model correctly predicts successful completion of science-based serious educational game (SEG) design tasks related to 21st century skills 86% of the time and correctly predicts failure to complete SEG design tasks related to 21st century skills 78% of the time. The model also reveals the relative importance of each particular cognitive attribute within the 21st century skills framework.

Learning Coding Through Gaming

2022 ◽  
pp. 888-904
Author(s):  
Janna Jackson Kellinger
Keyword(s):  
Video Games ◽  
21St Century ◽  
Computer Programming ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Near Transfer ◽  
Essential Skills ◽  
Do So

This chapter begins by arguing that computational thinking and coding should be included as two more C's in the Partnership for 21st Century Learning's list of essential skills. It does so by examining how coding and computational thinking can be used to manipulate people. It argues that gaming uses all the C's, including the two new ones proposed. It then explores connections between playing video games and computer programming. It claims that game-based learning would be an optimal way to leverage these connections to teach coding and describes ways in which to do so, including specific challenges that could be included in game-based learning and a sequence of introducing them so students can “level up.” It briefly examines different coding games and describes ways in which educators can create their own coding games. It concludes by arguing that educators can make the connections between gamer thinking and computational thinking visible, use games designed to teach coding, or create their own coding games to take advantage of near transfer.

Understanding Computational Thinking before Programming

2011 ◽  
Vol 1 (3) ◽  
pp. 30-52 ◽  
Author(s):  
Cagin Kazimoglu ◽  
Mary Kiernan ◽  
Liz Bacon ◽  
Lachlan MacKinnon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Learning Approaches ◽  
Skills Acquisition ◽  
Game Based Learning ◽  
Game Play ◽  
Introductory Programming ◽  
Science Concepts ◽  
Game Elements ◽  
Applied Knowledge

This paper outlines an innovative game-based approach to learning introductory programming that is grounded in the development of computational thinking at an abstract conceptual level, but also provides a direct contextual relationship between game-play and learning traditional introductory programming. The paper proposes a possible model for, and guidelines in support of, this games-based approach contextualized by an analysis of existing research into the issues of learning programming and game based learning approaches. Furthermore, the proposed game-based learning model focuses not only on procedural and applied knowledge and associated skills acquisition in computational thinking, but also provides contextualised theoretical knowledge on Computer Science concepts. By way of illustration, the authors introduce a game prototype currently being developed to combine a puzzle solving game-play that uses Computer Science concepts as the game elements.

scholarly journals Make 21st Century Education: The Importance of Teaching Programming in Schools

2020 ◽  
pp. 158-163
Author(s):  
Shorena Abesadze ◽  
◽  
David Nozadze
Keyword(s):  
Elementary School ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Games ◽  
Complete Information ◽  
First Grade ◽  
Project Based Learning ◽  
School Students ◽  
21St Century Education ◽  
Educational Processes

During recent years, there are huge discussions regarding 21st century education; Experts, scientists, educational specialists offer different ideas, results, and conclusions about how to improve educational processes in schools and how to develop students' 21st century skills; one of the important steps that have been taken in this direction is to introduce programming (coding) from the first grade as an independent subject in schools. The goal of this paper is to find out why it is important to teach programming in school. The main questions about this issue are: what are the reasons to teach programming? What are the main problems in the teaching process? How to teach programming? Answers to these questions are not always connected with each other and the teachers, who really create education in the classroom, need much more precise and complete information to what to teach and how to teach. Because of these issues, we decided to research this field and share our own experience, which we believe is successful in our school: we teach programming through the project-based learning method. Using this method, it is possible to develop 21st century skills and teach the basics of computer science from elementary school. In this paper we will discuss about secondary school students; by the end of the project, the 10th grade students have solved one of the problems of the school community - they have created educational games on the topic of ecology; games were created by the request of elementary school teachers; this year the games are successfully used in learning process.

scholarly journals Uso de projetos em salas de aula dos Institutos Federais: uma análise sob a ótica da Aprendizagem Baseada em Projetos e das competências do século 21

2019 ◽  
Vol 1 (44) ◽  
pp. 113
Author(s):  
Aaron Pedro Santana Santos ◽  
Francisco Petrônio Medeiros ◽  
Alber Paz ◽  
Josivaldo Gomes Rodrigues Junior ◽  
Rafael Figueirêdo Medeiros
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Course Evaluation ◽  
Project Based Learning ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Tool ◽  
Minimum Requirements ◽  
Practical Nature

<p>Given the practical nature of the Brazilian Federal Institutes courses, the use of projects as a pedagogical tool is frequent. Projects have been considered one of the most suitable learning approaches to reach the 21st Century skills, such as Critical Thinking, Collaboration, Communication and Creativity. Project-based Learning is a student-centered learning methodology, and although it leads the course or part of it through a project, it differs from the simple use of that as part of the course evaluation. To ensure the effective promotion of these skills using projects, the Project-based learning (PBL) Gold Standard was designed to be essential requirements for an efficient project. This research seeks to ascertain how the application of classroom projects in the Federal Institutes are aligned to the recommendations of the methodology, it also examines whether these applications have been effective. From the report of the researched teachers (N = 170) from different areas and educational levels, it was possible to verify that at least 50% of teachers apply at least 4 of the minimum requirements for an efficient project (out of a total of 7). Although there is no full adherence to the methodology model, there is an efficient promotion of the 21st Century Skills.</p>

scholarly journals AN ANALYSIS OF EDUCATIONAL GAMES DESIGN FRAMEWORKS FROM SOFTWARE ENGINEERING PERSPECTIVE

2015 ◽  
Author(s):  
Mifrah Ahmad ◽  
Lukman AB. Rahim ◽  
Noreen Izza Arshad
Keyword(s):  
Software Engineering ◽  
Video Games ◽  
21St Century ◽  
Educational Games ◽  
Educational Game ◽  
Learning Theories ◽  
Game Based Learning ◽  
Engineering Practices

Game-based learning has dominantly embedded itself into a tool of education in the 21st century. In developing educational games, many researchers have proposed frameworks to defi ne elements of an educational game. This paper presents a survey of the different frameworks for educational games and analyzes these frameworks against several criteria for effective video games, well-designed games and key elements of educational games. The authors will also look at the frameworks support towards learning theories. In addition, the analysis continues in the context of software engineering practices to develop effective educational games.  

scholarly journals Informatical Thinking

2020 ◽  
pp. 113-132
Author(s):  
Michael LODI
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Computational Thinking ◽  
Common Elements ◽  
Mental Processes ◽  
Way Of Thinking

In this paper, we reviewed many definitions of computational thinking, finding they share a lot of common elements, of very different nature. We classified them in mental processes, methods, practices, and transversal skills. Many of these elements seem to be shared with other disciplines and resonate with the current narrative on the importance of 21st-century skills. Our classification helps on shedding light on the misconceptions related to each of the four categories, showing that, not to dilute the concept, elements of computational thinking should be intended inside the discipline of Informatics, being its “disciplinary way of thinking”.

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