scholarly journals A Systematic Review on Digital Game-Based Versus Traditional Learning Approaches

2021 ◽  
Vol VI (IV) ◽  
pp. 124-135
Author(s):  
Ghulam Mujtaba Yasir ◽  
Ajaz Shaheen ◽  
Muhammad Hafeez
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Research Literature ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Technique ◽  
Review Study

A digital game-based learning approach is a sophisticated method in which the student is dynamically involved in the learning. The traditional or old learning technique is fully replaced by this learning strategy. Several research studies have demonstrated that employing a game-based strategy boosts learning. The purpose of the current review study was to employ descriptive and statistical approaches to compare the learning outcomes of pupils who used a digital game-based learning approach to those who used traditional learning strategies. A total of 26 papers published between 2012 and 2021 were chosen based on the inclusion and exclusion criteria. The previous research' literature evaluation revealed that the digital game-based learning method has proved to be every operative learning technique in a number of disciplines and learning situations. Learners are extremely engaged in the learning process while using a digital game-based learning technique

scholarly journals Video games in the context of screen technoculture and media education: new rhetorical strategies and educational potential

2021 ◽  
Vol 54 (6) ◽  
pp. 23-36
Author(s):  
Dmitriy A. Belyaev ◽  
◽  
Ulyana P. Belyaeva ◽  
Keyword(s):  
Video Games ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Educational Process ◽  
Media Education ◽  
Digital Game ◽  
Game Based Learning ◽  
Media Platform ◽  
Educational Potential ◽  
Social Management

Video games have become a prominent part of on-screen technoculture today, breaking the purely entertaining social labelling framework. They contribute to the generation of new social activities, and also become an innovative media space for the explication of artistic and aesthetic values, political meanings and educational practices. The aim of the study is the reconstruction and analysis of the cultural constitution of video games, revealing the features of their screen rhetorical capabilities, as well as revealing the educational potential of gamification practices and Digital Game Based Learning strategies. This is intended to form the competence-thematic framework of video games as a platform for modern media education. The methodological basis of the work is the cultural-historical and dialectical approaches, as well as the methods of systemic and structural-functional analysis. The study made it possible to trace the genesis of the cultural formation of video games, which demonstrated many strategies for their integration into the space of mass media culture. The main rhetorical models implemented in video games are analyzed. Particular attention is paid to the comprehensive consideration of procedural rhetoric as an original way of convincing the user through gameplay, interactive involvement in virtual practices. The foundations of the practice of gamification and the strategy of Digital Game Based Learning in education are considered. It identifies the possibilities of gamification as an innovative methodology for organizing incentives and rewards, and also identifies the range of difficulties and risks of total gamification of the educational process. Based on the results of the study, it was determined that video games use an original complex of rhetorical techniques that combine both traditional audiovisual formats of narrative, characteristic of other on-screen media, and procedural-interactive techniques. They made it possible to directly integrate the user into virtual narratives, turning them from a passive recipient into an actor. The importance of gamification as a tool for building strategies of internal stimulation with elements of entertaining practices in the dynamics of learning is also revealed, which increases the effectiveness of education. It has been revealed the significant educational potential of video games as a promising media platform in the framework of the implementation of the Digital Game Based Learning strategy. They can act both as carriers of knowledge and as a virtual environment for the formation of competencies in the field of history, economics, literature and social management. Procedural and rhetorical tools allow a person to become a part of an interactive scenario, which greatly increases the likelihood of assimilating information and developing professional skills.

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

scholarly journals A DESCRIPTIVE STUDY ON FACTORS AFFECTING THE USE OF LEARNING APPROACH AMONG ACCOUNTING EDUCATION STUDENTS AT UNIVERSITAS NEGERI MEDAN

2020 ◽  
Vol 4 (1) ◽  
pp. 14
Author(s):  
Iis Sundari ◽  
Lianti Lianti ◽  
Hidaya Tul Karima ◽  
Yulita Triadiarti ◽  
Tapi Rumondang Siregar
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Accounting Education ◽  
Learning Approach ◽  
Learning Material ◽  
Learning Approaches ◽  
Education Students ◽  
Factors Affecting ◽  
Selection Of

Understanding of learning material, especially accounting material, has an impact on the achievement of students' learning outcomes. The research aims to look at the factors that influence the learning approach of Unimed accounting education students. This research was carried out in the FE UNIMED using questionnaires distributed to students of the Accounting Education Program batch of 2015 and 2016, amounting 60 and 68 students from each batch. The selection of batches is based on the type of curriculum applied to each batch, namely the Indonesian National Qualification Framework (abbreviated as KKNI) for 2016 and the non-KKNI for 2015. The approach used in this study was a qualitative approach, with the analysis used was descriptive statistical analysis on factors such as interest, motivation, learning style, anxiety, institutional, and learning strategies. The descriptive analysis shows that except for the interest indicating that non-KKNI students have a higher interest in applying a variety of learning approaches of Non-KKNI students than their KKNI peers, other factors are similar between students from two batches.  Keywords: Interest; Motivation; Learning Style; Anxiety; Institutional. 

scholarly journals Application of Cooperative Learning Strategies (CLS) for Students’ Focused Teaching (SFT) in EFL Class: An Experimental Study in the Summer Remedial Course for Adult Learners

2017 ◽  
Vol 8 (2) ◽  
pp. 237 ◽  
Author(s):  
Muhammad Sabboor Hussain Raja ◽  
Abdus Salam A. Rehman Qureshi ◽  
Khaled Besher Albesher
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Implementation Process ◽  
Traditional Learning ◽  
Efl Learners ◽  
Teaching Objectives ◽  
Level 3 ◽  
Research Findings ◽  
Trained Teachers

Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were given treatment through two different methodologies viz., Cooperative Learning Strategy and Traditional Learning Strategy (TLS) in two different groups. It was hypothesized that CLS would motivate them to participate in the classroom activities. Major research findings are that to achieve teaching objectives successfully, motivated and trained teachers are required to handle the students who do not cooperate in the CLS implementation process. The study also found out other pedagogical problems in the process of implementation by comparing CLS and TLS. The comparative analysis of the experimental and the controlled groups revealed that there was no significant impact of CLS on adult EFL learners. The study discusses the factors for the lack of CLS impact on the EFL learners and gives recommendations.

scholarly journals Effects of Flipped Learning Approaches on Students’ Learning Performance in Software Engineering Education

2021 ◽  
Vol 13 (17) ◽  
pp. 9849
Author(s):  
Yen-Ting Lin
Keyword(s):  
Software Engineering ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Performance ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Flipped Learning ◽  
Software Engineering Education ◽  
Diagnosis Approach

Software engineering education plays an important role in keeping students educated with software technologies, processes, and practices that are needed by industries. Nevertheless, the nature of software engineering learning activities in traditional classrooms is limited in scope and time, making it more difficult to achieve a proper balance between theory and practice and address industrial demands. This makes scant provision for assisting students in keeping their software engineering knowledge current. To support software engineering education, flipped learning is a suitable strategy. Prior studies have shown that students’ perceptions in flipped learning environments are better than those in traditional learning environments. Nevertheless, in flipped learning, students may not have sufficient ability to conduct learning out of class. Therefore, the flipped learning strategy should aim to meet the needs of students to ensure that they get the appropriate support or feedback during the learning process before the class. The aim of this study was to propose a flipped learning diagnosis approach to promote students’ learning out of class in the flipped classroom. To explore students’ learning performance in software engineering courses, three classes of students were invited to learn with three different learning approaches (traditional learning approach, flipped learning approach, and flipped learning diagnosis approach). The results showed that the students who learned with the flipped learning diagnosis approach outperformed those students who learned with the flipped learning approach or the traditional learning approach.

scholarly journals A STUDY REVIEW OF ACTIVE LEARNING STRATEGY IN IMPROVING STUDENTS' LEARNING MOTIVATION

2020 ◽  
Vol 1 (1) ◽  
pp. 8-15
Author(s):  
Ubabuddin
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Research Question ◽  
Problem Formulation ◽  
Learning Approaches ◽  
Active Learning Strategies ◽  
Active Learning Strategy

Scope: Learning approaches that are considered effective and feasible to be applied in the current learning process are active learning strategies. By using an active learning strategy, students will be invited to always be involved and motivated to do their best in each learning process, so that students will become excited in participating in learning. Objective: This qualitative study presented the results of literature reviewed gathering from various theories, including national, international journals, books, internet and other literature to answer the problem formulation. Method: A serial of literature on active learning strategies that actively applied in most modern education were reviewed and presented to answer the research question. Findings: based on many experts in the fields of teaching and learning, the findings of this study were First, Active learning starts with questions, card short, the power of two, jigsaw, Index card match, picture and picture, cooperative script, problem based instruction, students team achievement devision, etc. Significance: The findings of this literature rewiewing has promoted students better thoughtful and understanding on material presented as participants engaging themselves with the lesson cores not simply just follow teacher's instruction. These findings are also so useful insight to keep student's concentration and improving learning achieving to the higher learning outcomes as demanded by instructional curriculum. Recomendation: Monotonous and teacher-focused learning is increasingly in demand and continues to be abandoned because it makes students bored and boring. With an effective approach it is hoped that learning objectives can be optimally achieved.

scholarly journals Possibilities of the Application of Digital Games in the Implementation of the Curriculum of Arts Subject

Pedagogika ◽  
2016 ◽  
Vol 123 (3) ◽  
pp. 120-138
Author(s):  
Birutė Vitytė
Keyword(s):  
Digital Games ◽  
Pop Art ◽  
Artistic Expression ◽  
Traditional Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Art Cinema ◽  
Art Object ◽  
Integration Of Technology ◽  
The Subject

Digital games that involve entertainment, relaxation and technology are very attractive to modern students, while the traditional learning/teaching methods are inefficient and unattractive to them due to the change in learning habits. Surveys testify the successful incorporation of digital games into the curricula of Nature, Mathematics, Foreign Languages and other subjects and allow assuming that they might also be incorporated into the curriculum of the subject of Arts; therefore, this article investigates and reveals the possibilities of the application of digital games in the implementation of the curriculum of Arts subject. Many different interpretations of the concept of a digital game show that it is a manifold and multifaceted phenomenon. In addition to the concept of a “digital game” which can be understood in its broadest sense as the integration of technology and entertainment, the concepts of serious games, game-based learning / digital game-based learning, edutainment, and lecture games can also be encountered in the education contexts. Digital games can be incorporated into the subject of Arts first of all as a phenomenon of modern art. In certain aspects, digital games can be attributed to pop art and they have certain connections with installation art and, no doubt, with video and optic art and other art branches. The idea of digital games as a form of art is still questioned but some researchers suggest that their artistic value should be grounded on the analogy with art cinema. Cinema is undoubtedly considered a form of art although it is understood that not all films are works of art but, instead, an expression of the popular culture. Digital games can be incorporated into art classes as a means of artistic expression in several different ways. The first method is the creation of a digital game as an art object during art classes. The second method involves playing already created digital games as the tool/means of development of certain artistic expression abilities. Surveys show that children under 10 years of age are already capable of designing games: their script, graphics and other elements. Teenagers and older students are often capable of controlling programs intended for professionals. The process of creation of a digital game is analogous to the process of creation of any other art work but, according to the researchers, the nature of such creative work offers more education possibilities in certain aspects in comparison to traditional creative activities. The playing of digital games during art classes could be applied instead of traditional methods aiming to train the composing, designing and modelling abilities of the students or to deepen their knowledge on art history. Learning through digital gaming is an attractive and engaging experience to modern students who cannot learn and read consistently but are rather inclined to act and learn through experimenting; therefore, digital games can also be incorporated into art classes as a motivating element.

scholarly journals Teachers' Profesionalism and Challenges in Industrial Revolution Era 4.0

2019 ◽  
Vol 2 (1) ◽  
pp. 195
Author(s):  
Supriyono Supriyono
Keyword(s):  
Human Resource ◽  
Management System ◽  
Industrial Revolution ◽  
Competence Development ◽  
Traditional Learning ◽  
Learning Approach ◽  
Learning Approaches ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Centered

This paper discusses the concept of teachers' profesaionalism and challenges in facing the industrial revolution era 4.0. In this case, teachers have a very important role at schools in utilizing various learning approaches. The traditional learning (teacher-centered) approach long implemented for years has now been considered out of date that student-centered learning replaces the approach. The teachers' role has recently shifted that teachers now become the facilitators for their learners. These shifting learning approach has become an inevitabity to anticipate that a concret action is greatly required. Educational world should be able to manage itself by making some renewals and innovations related to the management system, curriculum, Human Resource Competence Development, culture, working ethics, and facilities. This study uses references related to the nature of teachers' profesionalism, industrial revolution 4.0, and various challenges. Concrete actions need to be well prepared as well as creatively, dynamically, and innovatively made. Thus, it can be concluded that teachers should be able to maintain their professionalism in performing their daily duties and obligations.

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