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 The Impact Of Problem Based Learning On The Students’ Learning Outcomes Toward Critical Thinking Skill In Elementary School

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Agustiningsih Agustiningsih ◽  
Singgih Bektiarso ◽  
Arju Mutiah ◽  
Ahmad Ahmad
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Learning Outcomes ◽  
Real Life ◽  
Problem Based Learning ◽  
T Test ◽  
Control Group ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
The Impact

Problem based learning supports students to have an ability to solve problems in real life, so that students’ critical thinking skill is structurally able to appear and is examined well. By problem based learning, students are able construct their own knowledges. This research is held in elementary school using true experimental with test post-test control group design. It uses quantitative descriptive approach. The data of critical thinking skill indicates that problem based learning does not affect significantly toward students’ critical thinking. The data of learning outcomes is analyzed by using t-test in 5 % signification level. The calculation result using t-test gains tcount = 2, 533. This value is consulted to ttable with db = 54 in 5 % signification level, so that it gains ttable = 2,005. It gains tcount>ttable (2,533 > 2,005). Based on its result, it can be concluded that problem based learning affects students’ learning result, unlike students’ critical thinking skill.

scholarly journals “ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5139-5152
Author(s):  
Bilqis Firyal Nabilah Et al.
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Science Achievement ◽  
Thinking Skills ◽  
Control Group ◽  
High Achievement ◽  
Low Achievement ◽  
Study Results ◽  
Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

scholarly journals THE EFFECT OF GOOGLE CLASSROOM LEARNING MEDIA AND EMOTIONAL INTELLIGENCE ON THE RESULTS OF LEARNING HISTORY INDONESIA GRADE X STUDENTS AT SMK BINA INSAN KAMIL

Akademika ◽  
2020 ◽  
Vol 9 (02) ◽  
pp. 17-28
Author(s):  
Qotrun Nada ◽  
M. Fahri Yasin ◽  
Khairan M Arief
Keyword(s):  
Emotional Intelligence ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Control Group ◽  
Learning History ◽  
Printed Media ◽  
Study Results ◽  
Media Interaction ◽  
The Difference

This study aims 1) The differences in learning outcomes of Indonesian history between students who get learning using google classroom and those using printed media. 2) The effect of interaction between instructional media and emotional intelligence on learning outcomes of Indonesian history. 3) To find out the difference between students' learning outcomes of Indonesian history using media google classroom and those using printed media for students who have high emotional intelligence. 4) To find out the learning outcomes of Indonesian history using media based on google classroom and those using printed media for students who have low emotional intelligence. This study used an experimental method with a 2x2 factorial group design.The affordable population in this study were students of class X SMK Bina Insan Kamil Bekasi City, the sample was taken using a random sampling technique, so the sample was 64 students, consisting of 32 students for the experimental group and 32 students. for the control group. Retrieval of data using test instruments for learning outcomes and non-tests for emotional intelligence. The data analysis technique used descriptive analysis and infrential analysis. Based on the research results, it can be concluded that:The learning outcomes of Indonesian history students taught using google classroom media are higher than students taught using print media. There is an influence of learning media interaction with emotional intelligence on learning outcomes of Indonesian history. Keywords: Emotional Intelligence, Indonesian History Study Results

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.

PENGGUNAAN MEDIA PENGAJARAN (ALAT PERAGA) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS V SDN 009 TEMBILAHAN KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2017 ◽  
Vol 6 (1) ◽  
pp. 157
Author(s):  
Indraleka Indraleka
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Instructional Materials ◽  
Fifth Grade ◽  
Average Score ◽  
Fifth Grade Students ◽  
Study Results

The background of this study is the low results of fifth grade students learn math SD Negeri 009 Tembilahan Of the 30 students, only 12 students who completed study results. In addition the average student learning outcomes is equal to 58.83. Cause of low learning outcomes are: (a) the students are very noisy when teachers convey instructional materials; (b) the lack of attention and seriousness of students in the process of learning activities; (c) students do not respond to the learning of teachers; (d) students feel bored follow the learning process; and (e) students are not interested in these subjects. For that conducted research with the aim to improve students' mathematics learning outcomes through the medium of instruction (props). This research is a class act who performed as much as two cycles consisting of two meetings. The subjects were fifth grade students of SD Negeri 009 Tembilahan totaling 30 students. Data collection techniques used in this study was the observation techniques and test engineering. The data used in this study focuses on the data increase students 'mathematics learning outcomes, while analysis is done is descriptive analysis of the results of students' mathematics learning. Based on the survey results revealed that the learning outcomes have increased in each cycle. This is evidenced by the acquisition of student learning outcomes, on the basis of an average score of learning outcomes at 58.83 with the number of students who completed 18 students, the first cycle average of 66.97 students' learning outcomes with the number of students who completed 24 students, and the second cycle average of 78.16 students' learning outcomes with the number of students who completed 30 students.

The Impact of Using Learning Media Robot Transporter toward Learning Outcome and Learning Gain of Students

2020 ◽  
pp. 284-292
Author(s):  
Chandra Ainur Rizki ◽  
I Gusti Putu Asto Buditjahjanto ◽  
Bambang Suprianto
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Validity And Reliability ◽  
Learning Gain ◽  
Gain Score ◽  
Post Test ◽  
The Mean ◽  
The Impact

This study aims 1) to determine the validity and reliability of the robot transporter learning media instrument, 2) to know the differences in the student learning outcomes between the use of robot transporter and PowerPoint as learning media, and 3) to know how much the learning gain score from the use of these two media. A pre-test-post-test comparison group design type was used. A sample of 60 vocational students participated in two groups, the experimental group (N = 30) and the control group (N = 30).  The results show that the robot transporter learning media is categorized as valid and reliable. The t-test result is 12.589 greater than the t table, namely 2.3596 with a significance of 0.05. Therefore, there is a difference in student learning outcomes. The mean of learning gain score on the robot transporter is 0.694, higher than the mean of learning gain score on the PowerPoint which is 0.289. The use of robot transporter as learning media can help students to be more interactively involved in learning. This is indicated by the students' post-test scores and the value of the gain learning in the experimental class was higher than the control class.

scholarly journals COMPARISON OF OBJECT-ORIENTED AND FUNCTIONAL PROGRAMMING PARADIGMS IN SOFTWARE DESIGN

2021 ◽  
Vol 297 (3) ◽  
pp. 34-38
Author(s):  
ANDRIY KOVAL ◽  
OKSANA YASHYNA ◽  
GALINA RADELCHUK ◽  
YURII FORKUN ◽  
Keyword(s):  
Programming Languages ◽  
Functional Programming ◽  
Programming Model ◽  
Real Life ◽  
Object Oriented ◽  
Good Choice ◽  
Object Oriented Programming ◽  
Data Types ◽  
Fixed Set ◽  
Comprehensive Programs

This article describes two types of paradigms – object-oriented and functional paradigms. Paradigm stands for a style and an approach to perform any kind of coding activities. Relevance of usage for each of them as well as their differences and benefits were analyzed. Regardless of ever-changing tendencies in popularity of both paradigms it is impossible to acknowledge any of them to deprecate another one. Although object-oriented programming as well as functional programming are essential in their approaches they have the same goal – to make comprehensive programs without possible mistakes. OOP follows imperative programming model which is based on a set of primitives the given language provides. Functional paradigm is intertwined with declarative style which imply what is to be done, but not how to do it. We may come to conclusion that the consensus is that object oriented paradigm and functional paradigm can be effective in a peculiar situation. Therefore, developers are to choose and pick the programming paradigm for a given task to make a process as simple and productive as it can be. Object-oriented programming languages are a good choice when you have a fixed set of operations on things and you add new things for your code to evolve. You can achieve it by adding new classes that implement existing methods while existing classes remain the same. Functional languages may be a better choice if you have a fixed set of things and you add new operations on existing things for your code to evolve. You can achieve it by adding new functions which are to be computed with existing data types while existing functions remain the same. Object-oriented programming as well as functional programming has its place in modern approaches to software development. Meanwhile the functional programming is being reconsidered and used much more often due to Big Data Technologies while object-oriented programming remains popular to perform representation of real-life objects in the code.

scholarly journals Formation of cognitive activity of technical university students using elements of blended learning in the study of quantum physics

2021 ◽  
Vol 14 (33) ◽  
pp. e15296
Author(s):  
Diana Arkad`evna Denisova ◽  
Natalia Gennadyevna Levanova ◽  
Irina Vladimirovna Evgrafova ◽  
Alexander Sergeyevich Verkhovod
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Quantum Physics ◽  
Cognitive Activity ◽  
Real Life ◽  
Activity Levels ◽  
Electronic Learning ◽  
Study Results ◽  
E Learning ◽  
Technical University

The study aims to analyze the expediency of using the capabilities of LMS Moodle for the implementation of blended learning in physics at a technical university in the study of quantum physics. The opportunities presented by the Moodle online environment are analyzed. It is demonstrated that online learning combined with in-person learning greatly improves learning outcomes. An instrument for e-learning in quantum physics in the Moodle environment is described and its educational capabilities are determined. The article examines the method of creating computer models using Easy Gif Animator. Modeling is examined as a means of promoting the formation of students’ cognitive activity. The use of modeling and thought experiments contributes to enhancing students’ understanding of real-life experiments and theories in physics. The study results support the hypothesis that the introduction of an electronic learning component in teaching quantum physics will increase students’ cognitive activity levels.

scholarly journals Learning object-oriented paradigm by playing computer games: concepts first approach

2014 ◽  
Vol 4 (3) ◽  
Author(s):  
Jakub Livovský ◽  
Jaroslav Porubän
Keyword(s):  
Computer Games ◽  
Computer Game ◽  
Object Oriented ◽  
Object Oriented Programming ◽  
Learning Performance ◽  
University Teachers ◽  
Specific Objective ◽  
To Come ◽  
Improved Learning ◽  
In The Beginning

AbstractSince the beginning of teaching object-oriented programming at universities in the mid 90’s, university teachers are trying to come up with more effective ways of teaching. Number of researches has been made in this area. They are trying to identify errors teachers are making in learning process. These researches suggest different teaching methodologies and tools, which should help them to avoid these mistakes.The subject of this paper is to present a solution we developed to teach and illustrate basic concepts of object oriented paradigm through playing of computer game. In this approach, we are teaching basic principles, such as class, objects and relationship between them in the beginning of object oriented programming (OOP) course and postpone learning of specific objective language to later time. Also we are taking advantage of attractiveness of computer games to increase students motivation, which should lead to improved learning performance of students.

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