scholarly journals Chat Me Out of Here!

2021 ◽  
Vol 14 (2) ◽  
pp. 50-57
Author(s):  
Cäcilie Kowald ◽  
Beate Bruns
Keyword(s):  
User Interfaces ◽  
Learning Process ◽  
Game Based Learning ◽  
Interactive Fiction ◽  
Question And Answer ◽  
Conversational Learning ◽  
Simple Question ◽  
Low Threshold ◽  
Drill And Practice

Conversational user interfaces, aka chatbots, offer new ways of interaction that can be used not only for task-led applications, but also for learning itself. From drill-and-practice assistants to digital tutors and coaches, Conversational learning offers a variety of new and extensive options to support individuals through the learning process and to push the boundaries of classroom-based learning. However, Conversational Learning applications that go beyond simple question-and-answer dialogs are still rare. “Pit in the Warehouse” takes a new stance to Conversational Learning: by combining an dialogical escape room challenge with an interactive fiction approach and compelling storytelling, it creates an engaging and low-threshold type of game-based learning.

scholarly journals New Learning Scenarios with Chatbots – Conversational Learning with Jix: from Digital Tutors to Serious Interactive Fiction Games

2019 ◽  
Vol 12 (2) ◽  
pp. 59
Author(s):  
Cäcilie Kowald ◽  
Beate Bruns
Keyword(s):  
User Interfaces ◽  
Learning Process ◽  
Learning And Development ◽  
Interactive Fiction ◽  
New Learning ◽  
Conversational Learning ◽  
Learning Scenarios ◽  
Learning Software

Conversational user interfaces, aka chatbots, offer new ways of interaction that can be used not only for task-led applications, but also for learning itself. Conversational learning offers a variety of new and extensive options to support individuals through the learning process and to push the boundaries of classroom based learning. This document shows three application scenarios that have been realized with time4you’s conversational learning software Jix. After having read this text, you will have a better idea of what conversational learning is, how it can be used in learning and development, and what is critical for its success.

Archaeology and fiction

Antiquity ◽  
2012 ◽  
Vol 86 (332) ◽  
pp. 532-537
Author(s):  
Margaret Elphinstone ◽  
Caroline Wickham-Jones
Keyword(s):  
Learning Process ◽  
Formal Education ◽  
Question And Answer ◽  
The Status ◽  
Simple Question

In the summer of 2006 author Margaret Elphinstone, embarking on a novel set in the prehistoric period (Elphinstone 2009), sought out archaeologist Caroline Wickham-Jones to discover more about Mesolithic Scotland. The resulting process proved to be more than a simple question and answer session: over three years, the two of us, novelist and archaeologist, each renegotiated the boundaries of our perceptual frameworks. This paper is intended to examine the learning process that most students of archaeology unconsciously experience, and it goes on to champion a respected role for fiction. As the status of history is reduced in the school syllabus, the number of people learning about their past from fiction will increase. Very few people learn much about the Mesolithic through formal education; indeed we are both astonished at how many well-educated people have no idea when or what the Mesolithic was. As representatives of our professions, we here demonstrate the special and timely benefits of what we term the informed novel.

scholarly journals Kahoot!: Bring the Fun Into the Classroom!

2018 ◽  
Vol 2 (2) ◽  
pp. 127 ◽  
Author(s):  
Grace Nathania Clara Sabandar ◽  
Noldy Richard Supit ◽  
Effendy Suryana
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Multiple Choice ◽  
Digital Games ◽  
Goal Achievement ◽  
The Internet ◽  
Multiple Choice Questions ◽  
Game Based Learning ◽  
Methods And Techniques ◽  
Interactive Workshop

During the height of 21<sup>st</sup> Century Learning, educators across the globe are demanded to find ways, methods and techniques to engage modern learners in the learning process. Nowadays, with the simplicity provided by the Internet, it is not as difficult and painful to help with the process. One of the fun ways to educate learners is with games, digital games. Games are usually intended to increase learners’ desire for competition, goal achievement and genuine self-expression, all in the while games are also great to promote interactivity, have a set of rules with a quantifiable result, can be colorful, as well as appealing and extremely realistic. This paper is based on an interactive workshop which was focused in exploring the app, Kahoot!, that claims to provide educators with a chance to create a game-based assessment in different forms, such as multiple-choice questions, jumbled vocabulary, jumbled sentences. Healthy competition and rewarding good ideas provided by Kahoot! app also said to be motivational both to educators and for modern learners. It is expected that through this workshop participants are comfortable and able to incorporate Kahoot! into a variety of learning environments and will have the opportunity to design game-based learning events that can be used in the classroom. Finally, the workshop provided an opportunity for participants to discuss strengths, weaknesses, benefits and challenges in using Kahoot!.

scholarly journals Pembelajaran Qawaid: Perspektif Teori Kognitif pada Pondok Pesantren Raudhatut Thalibin Kalimantan Selatan

2020 ◽  
Vol 8 (1) ◽  
pp. 103-116
Author(s):  
Zam Zam Rasyidi
Keyword(s):  
Learning Process ◽  
Cognitive Theory ◽  
Boarding School ◽  
Learning Method ◽  
Learning Methods ◽  
Interactive Model ◽  
Question And Answer ◽  
Deductive Method ◽  
The Village ◽  
Descriptive Qualitative

This study aims to know the Qawa'id learning process from the perspective of Cognitive Theory at the Raudhatut Thalibin Islamic boarding school in the village of Tayur Hulu Sungai Utara (HSU) of South Kalimantan, Indonesia and to know the Qawa'id learning method with the Cognitive Theory perspective in the boarding school. This type of study is descriptive qualitative one. Data are collected through interview, observation, and documentation. The collected data was analyzed by means of the interactive model (interactive model) of Miles and Huberman. The results of this study reveal that the steps of Qowaid learning in the perspective of cognitive theory are as follows. (1) The teacher explains in advance the material to be taught using the deductive method. (2) The teacher gives examples of what has been explained before. (3) The teacher asks the students to memorize qowaid and vocabulary contained in the sentences or text they are learning. (4) The teacher will not move from one rule to another before the students really understand one rule first. The Qowaid learning methods used in the perspective of cognitive theory, namely; (1) the Nahw wa Tarjamah Method (Grammar Translation), (2) the deductive method, (3) the question and answer method, (4) and the bahtsul masa'il method.

scholarly journals تحليل محتوى كتاب دروس اللغة العربية الجزء الأول للإمام الزركشى والإمام الشبانى من التراكيب وأثرها في فهم النصوص الإسلامية

2018 ◽  
Vol 2 (1) ◽  
pp. 105
Author(s):  
Hurriyatus Sa'adiyah ◽  
Indra Saputra
Keyword(s):  
Content Analysis ◽  
Learning Process ◽  
Simple Form ◽  
Learning Objectives ◽  
Sentence Structure ◽  
Complex Sentence ◽  
Question And Answer

<em>Textbooks are one of the things that are very important in the learning process. Therefore, teachers and educators must prepare it very well so that the desired learning objectives can be achieved. The use of textbooks must adapt to the methods, objectives, and learning media. The purpose of this study was to analyze the contents of the book Durus al Lughah al Arabiyah Juz I by Imam Zarkasyi and Imam Syubani from one aspect of the language, namely tarkib (sentence structure). As is known, mastery of tarkib is very important in understanding Islamic teachings, because the source, the Quran, Hadith, and the books of Islamic scholars, use Arabic. Without good mastery, texts that speak Arabic can be wrong and difficult to understand. The method used in this study is the method of content analysis by analyzing this book Durus al Lughah al Arabiyah Juz I. The results of the research are that the author did not find special material on tarkib learning in this book. In accordance with the purpose of writing, namely the application of speech, the tarkib is directly learned in a sentence. This sentence is given from a simple form and gradually changes to a more complex sentence accompanied by exercises on each material. Among the forms of tarkib training are question and answer, word changes, sentence improvement, etc.</em>

Implementation of Learning Method Variations in Fiqh Subject for the Seventh Grade at MTS Yapi Pakem

Teknodika ◽  
2021 ◽  
Vol 19 (2) ◽  
pp. 160
Author(s):  
Zikry Septoyadi ◽  
Ahmad Fahrurrozi ◽  
Vita Lastriana Candrawati
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Learning Method ◽  
Seventh Grade ◽  
Learning Methods ◽  
Data Presentation ◽  
Analysis Technique ◽  
Question And Answer ◽  
Data Validity ◽  
Discussion Question

<p><em><span>The use of varied and suitable methods will undoubtedly encourage the success of the learning process carried out. However, some teachers still ignore this, especially regarding the use of methods in the learning process. Therefore, it is necessary to research the ability of teachers who teach fiqh lessons in implementing variations of learning methods at MTs Yapi Pakem. This study aims to be used as a benchmark for schools and teachers in seeing the extent to which the implementation and success of the learning method variations. The approach in this study was descriptive qualitative, taking the background of MTs Yapi Pakem. Data collection was done by using observation, interviews, and documentation methods. To check the data validity, triangulation of sources, techniques, and time was carried out. Meanwhile, the data analysis technique consisted of data reduction, data presentation by giving meaning to the data collected, and from that meaning, conclusions or verification were drawn. This study’s results revealed that 1) in the implementation of the seventh-grade fiqh learning at MTs Yapi Pakem, various learning methods had been used. Meanwhile, the combination variations included lectures - question and answer – assignments, lecture-discussion - question and answer, lecture - assignment - question and answer. 2) For its implementation from planning to implementation, its use was quite good but still lacking in evaluation.</span></em></p>

Integrating Games into the Classroom

2013 ◽  
pp. 114-135 ◽  
Author(s):  
Harri Ketamo ◽  
Kristian Kiili ◽  
Sylvester Arnab ◽  
Ian Dunwell
Keyword(s):  
Computational Methods ◽  
Learning Process ◽  
Point Of View ◽  
Learning Approach ◽  
Game Based Learning ◽  
Teacher’S Role ◽  
Game World ◽  
Game Features ◽  
Teacher's Role

The game-based learning approach has already shown its strengths from the learners’ point of view. However, there are numerous unrevealed ways to support teachers’ work within the game-based approach. Unfortunately, games that exclude the teacher from the game-based learning process dominate the markets, which is of great concern. Thus, the aim of this chapter is to study the use of novel game features that enable teachers to participate in game-based learning events. In this chapter, the teacher’s role in the game-based learning process is considered through several different game examples that are designed to fulfill both learners’ and teachers’ needs. The examples show that there are both computational and non-computational methods that can be used to support learning and teachers’ work in the game world. Based on previous results it can be argued that the diffusion of game-based learning can be facilitated only if both learners’ and teachers’ needs and goals are taken into account.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

Virtual Spaces for Teaching and Learning

2009 ◽  
pp. 52-67 ◽  
Author(s):  
Peter R. Albion
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Virtual Spaces ◽  
Online Spaces ◽  
Low Threshold ◽  
Supporting Teachers

Interaction is fundamental to the learning process and game-like 3D online spaces present opportunities for enhancing learning through supporting a richer variety of interaction between learners and content, instructor and peers. Provision of a “low threshold application” for development of learning experiences in such spaces will extend the opportunities for more teachers to arrange learning experiences in virtual spaces. A heuristic that maps the possible variety of learning experiences in virtual spaces is one option for supporting teachers in the design of such experiences.

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