scholarly journals JeuTICE: An Arabic Serious Game to Enhance Mathematics Skills of Young Children

2019 ◽  
Vol 14 (22) ◽  
pp. 252
Author(s):  
Yassine Tazouti ◽  
Siham Boulaknadel ◽  
Youssef Fakhri
Keyword(s):  
User Satisfaction ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Serious Game ◽  
Mathematics Skills ◽  
Digital Resource ◽  
Project Model ◽  
Game Elements ◽  
Usage Context ◽  
Positive Properties

Serious games have become a much-discussed trend topic in recent years, as the concept promises higher productivity while increasing user satisfaction. In this paper we present JeuTICE an Arabic serious game project model for mathematics learning. this digital resource was approved by VAREN project and hosted at the portal TICE of Moroccan Education Ministry on open access for students and educators. this resource revealed a several additions targeted mathematics learning for students of the 5th and 6th primary school. The goal is to successfully trans-fer positive properties of digital games, such as motivation and commitment, to a different usage context. Potentially, this goal is achieved by focusing on user ex-perience and integrating game elements into the consideration subject. JeuTICE was evaluated by GENIE program by a range of 60 students from different pub-lic Moroccan primary schools the result obtained are very satisfied to ensure the quality and usability of the serious game.

scholarly journals Attentional Bias Modification With Serious Game Elements: Evaluating the Shots Game

2016 ◽  
Vol 4 (2) ◽  
pp. e20 ◽  
Author(s):  
Wouter J Boendermaker ◽  
Soraya Sanchez Maceiras ◽  
Marilisa Boffo ◽  
Reinout W Wiers
Keyword(s):  
Attentional Bias ◽  
Serious Game ◽  
Attentional Bias Modification ◽  
Game Elements ◽  
Bias Modification

Using Gamification and Serious Games to Design a New Curriculum

2020 ◽  
pp. 217-241
Author(s):  
Kutay Tinç ◽  
Meltem Gülçin Karadayı
Keyword(s):  
Serious Games ◽  
Serious Game ◽  
The Other ◽  
Educational Purpose ◽  
Other Hand ◽  
New Curriculum ◽  
Game Elements

Using game elements in class to support the participation of students in learning or designing games that can help educators teach certain subjects more efficiently has been a popular topic in recent years. The former is a matter of gamification, which refers to the application of game elements to other activities so that the activity becomes more engaging or interesting. On the other hand, the latter is about designing a serious game, which can be defined as a game with an explicit and carefully thought out educational purpose. In this study, focused on merging the use of gamification and serious games for a specific engineering course, the authors discuss how the curriculum for this course should be designed so that both sides of the spectrum are facilitated. An application of this union is given with a survey showing the reaction of students to the gamified curricula integrated with a serious game.

scholarly journals A Comparative Study of the Efficiency and the Effectiveness of Primary Education Management between the Provincial Administrative Organisation and the Office of the Basic Education Commission: A Service User Satisfaction Survey

2016 ◽  
Vol 10 (7) ◽  
pp. 58 ◽  
Author(s):  
Kittisak Jermsittiparsert ◽  
Thanaporn Sriyakul ◽  
Chayongkan Pamornmast ◽  
Sudarat Rodboonsong ◽  
Wanwichit Boonprong ◽  
...  
Keyword(s):  
Comparative Study ◽  
Primary Education ◽  
User Satisfaction ◽  
Primary Schools ◽  
Service User ◽  
Basic Education ◽  
Unit Cost ◽  
Education Management ◽  
Administrative Organization ◽  
Education Commission

This research aims to (i) examine the effectiveness and the efficiency of primary education management with regards to the service user satisfaction within 29 primary schools in Thailand, subject under provincial administrative organization (PAO), and their counterparts, which are under the authority of the Office of the Basic Education Commission (OBEC), (ii) to conduct a comparative study concerning the effectiveness and the efficiency generated from the selected schools by specifically handpicking, from each province, one school from the PAO and two from the OBEC, amounting to the total number of 3 schools representing each province. The selected samples can be categorized into those containing similar numbers of students and the ones with certain amounts of operating unit cost (OUC), which are essentially contributing to the sum of 87 schools. The data collection was carried out by drawing samples from the students, the parents, and the members of the concerned communities. Each group comprised 812 subjects, leading to the total number of 2,436 study subjects. The gathered data is analysed using average mean and t-test. The findings indicate that the level of user satisfaction, in general, towards the primary education management of the PAO schools, which is marked as  x= 4.34, is lower than those listed under the supervision of the OBEC. Such result is consistent for either cases where the sample schools contain similar students numbers ( x= 4.41) or the case where the amount of OUC is relatively equal ( x= 4.41). Upon considering and assessing each group, it was found that while the user satisfaction level, as produced from the students and the community members, did not have significant differences, on the other hand, the level of satisfaction that was generated by the parents reveals that the parents’ perception towards primary education management under the PAO authority ( x= 4.36) was placed lower than those of OBEC, which was also applicable to both cases where similar number of students were present ( x= 4.49) and where the OUC was somewhat equivalent ( x= 4.48).

Comparing Serious Games and Educational Simulations: Effects on Enjoyment, Deep Thinking, Interest and Cognitive Learning Gains

2018 ◽  
Vol 49 (4) ◽  
pp. 401-422 ◽  
Author(s):  
Nina Imlig-Iten ◽  
Dominik Petko
Keyword(s):  
Serious Games ◽  
Cognitive Learning ◽  
Serious Game ◽  
Group Differences ◽  
Learning Gains ◽  
Learner Engagement ◽  
Positive Effects ◽  
Post Test ◽  
Game Elements ◽  
Linear Regressions

Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

scholarly journals The meaning of meaningful learning in mathematics in upper-primary education

2020 ◽  
Author(s):  
Judith Polman ◽  
Lisette Hornstra ◽  
Monique Volman
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Small Scale ◽  
Learning Content ◽  
Stimulated Recall ◽  
Educational Concept ◽  
Depth Study

Abstract One of the ways in which schools try to improve students’ motivation is through making learning meaningful for students. The concept of meaningful learning, however, has been defined in various ways in the literature. This small-scale in-depth study focused on meaningful learning in mathematics in upper-primary education. We investigated what teachers, according to their own views, undertake to make mathematics learning meaningful for their students. Two interviews (one stimulated recall) were conducted with five fifth-grade teachers from five Dutch primary schools that differed in terms of their schools’ educational concept. Teachers’ beliefs about the meaning of meaningful learning varied from students being able to understand what is learned to connecting with students’ daily experiences. Teachers also differed in their self-reported pedagogical practices aimed at meaningful learning. They used different types of context, including activating prior knowledge, connecting to students’ personal worlds, showing the value beyond school, goal setting for/with students, creating a context that is future-oriented, referring to the personal world of the teacher, applying the learning content in school, and creating cross-curricular context. Practices to foster and support meaningful learning included collaboration and dialogue, working independently and experiential learning. This study provides suggestions for embedding meaningful elements in the mathematics learning environment to stimulate students’ learning motivation.

scholarly journals Predicting Third-Grade Mathematics Achievement: A Longitudinal Investigation of the Role of Early Numeracy Skills

2019 ◽  
Vol 42 (3) ◽  
pp. 161-174
Author(s):  
Allyson J. Kiss ◽  
Gena Nelson ◽  
Theodore J. Christ
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Learning ◽  
First Grade ◽  
Third Grade ◽  
Early Numeracy ◽  
Proficiency Level ◽  
Mathematics Skills ◽  
Early Predictors ◽  
State Test

Despite the vast research on the early predictors of mathematics achievement, little research has investigated the predictors of various domains of mathematics (e.g., geometry, statistics). The purpose of the present study was to examine the predictive relation between first-grade early numeracy and computation skills and third-grade mathematics achievement as measured by a state test. Furthermore, we explored the relations between these measures for students who were Below Proficient and Proficient. Findings suggest that proficiency level matters when examining the relation between mathematics skills. Also, there are different patterns of significant predictors depending on the domain of later mathematics achievement and whether or not reading achievement was considered. Findings are discussed in the context of mathematics learning for students with mathematics difficulty.

scholarly journals Penerapan Pembelajaran Matematika Realistik Pada Penjumlahan Pecahan Dapat Meningkatkan Hasil Belajar Siswa Kelas V SDN 28 Kota Parepare

2019 ◽  
Vol 9 (1) ◽  
pp. 72
Author(s):  
Yonathan Saba' Pasinggi ◽  
Rita Thuken
Keyword(s):  
Learning Outcomes ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Approach To Learning ◽  
Reflection Data ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
The Subject ◽  
Improve Student Learning

This study aims to determine the use of a PMRI (Realistic Mathematics Education Indonesia) on mathematics learning can enhance students' understanding of the sum of fractions in grade V SDN 28 Kota Parepare. This study uses kualitiatif approach, this type of research is action research class that is located in SDN 28 Kota Parepare. Site selection based on the consideration of researchers looked at the implementation of a realistic approach to learning mathematics in primary schools has not been applied. TOD study procedures that (1) Perrencanaan, (2) Implementation, (3) observation, (4) reflection. Data collection techniques used in this study include (1) observation, (2) documentation, (3) interviews, (4) tests. Data analysis is an effort to improve student learning outcomes with the implementation of realistic mathematics approach. The results on initial tests showed that students' ability to understand the subject matter is still lacking in that category, after learning showed a significant increase with the evaluation results on the cycle I was on a qualifying well (B), continued research on the cycle II because researchers are not satisfied with the results obtained in cycle I, the evaluation results on the second cycle showed a significant increase in the category of very good results. This shows that the application of realistic mathematics approach can improve learning outcomes of students in the SDN 28 Kota Parepare.

scholarly journals Feasibility and Acceptability of ‘VitaVillage’: A Serious Game for Nutrition Education

Nutrients ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 189
Author(s):  
Nienke M. de Vlieger ◽  
Lachlan Sainsbury ◽  
Shamus P. Smith ◽  
Nicholas Riley ◽  
Andrew Miller ◽  
...  
Keyword(s):  
Nutrition Education ◽  
Computer Games ◽  
Primary Schools ◽  
Child Nutrition ◽  
Eating Behaviour ◽  
Nutrition Knowledge ◽  
Serious Game ◽  
T1 And T2 ◽  
Education Tool ◽  
Long Term Impact

Computer games have previously been used to improve nutrition knowledge in children. This paper describes the acceptability and feasibility of a serious game, “VitaVillage”, for improving child nutrition knowledge. VitaVillage is a farming-style game in which the player undertakes quests and completes questions aimed at increasing several aspects of nutrition and healthy eating knowledge. Children aged 9–12 years in two primary schools (control vs. intervention) completed a nutrition knowledge questionnaire at baseline (T1) and after 1 week (T2). Participants at the intervention school (n = 75) played VitaVillage for 20 minutes on two occasions. Control participants (n = 94) received no nutrition education. Likeability question scores and written feedback from intervention participants was reported qualitatively. Paired sample t-tests were used to compare T1 and T2 nutrition knowledge changes between control and intervention participants. Engagement with VitaVillage improved children’s overall nutrition knowledge (Mean increase of 2.25 points between T1 and T2, Standard Deviation (SD) 6.31, p = 0.035) compared to controls. The game was liked overall (mean score 77 (SD 24.6) on scale of 0–100) and positive feedback was given. Results indicate that VitaVillage has the potential to be successful as a nutrition education tool. In the future, VitaVillage’s content and gameplay will be revised, extended and evaluated for its long-term impact on eating behaviour and knowledge changes.

scholarly journals School Socio-Cultural Identity and Perceived Parental Involvement About Mathematics Learning in Greece

2015 ◽  
Vol 4 (3) ◽  
pp. 234 ◽  
Author(s):  
Andreas Moutsios-Rentzos ◽  
Petros Chaviaris ◽  
Sonia Kafoussi
Keyword(s):  
Parental Involvement ◽  
Cultural Identity ◽  
Quantitative Study ◽  
Primary Schools ◽  
Mathematics Learning ◽  
Primary School Students ◽  
School Students ◽  
Pedagogical Implication ◽  
And Gender

In this quantitative study we investigated the primary school students’ perceived parental involvement in mathematics with respect to different school socio-cultural identity as identified by the students’ ethnicity. 493 students attending the two last grades of three primary schools participated in the study. The role of the students’ grade and gender, as well as the mother/father contrast were also considered in the analyses. The findings of the study revealed both inter-school and intra-school divergences and convergences, thus suggesting the complex links between school identity and perceived parental involvement. More specifically, according to our results, the ‘multi-cultural’ seems to be linked with a more stable perceived parental involvement across different year groups and calendar years. The pedagogical implication of the findings are discussed.

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