scholarly journals ANALYZING THE METHOD GAME-BASED LEARNING

2020 ◽  
Vol 9 ◽  
Author(s):  
Назым Кайрат
Keyword(s):  
Active Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching Methods ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Learning Method ◽  
Game Based Learning ◽  
Ability To Work ◽  
Traditional Teaching Methods

This article discusses the benefits of using game-based learning. The purpose of the article: to provide a method that would make it easier for students to understand and accept the new topics at school and to remember the learned materials for a long time.Increasing the interest and activity of schoolchildren is an important part of the learning process. Motivating students is one of the biggest challenges for teachers. It is quite possible that the use of traditional teaching methods alone will cause indifference in students. Therefore, it is better to use active learning methods so that the lesson is not boring. In this regard, the use of game-based learning technology can increase the motivation of students to learn.Based on the research materials, it can be concluded that the game-based learning method facilitates students' learning and motivates students, allows them to work with classmates, i.e. increases the ability to work in groups, helps to overcome indifference to mathematics, creates a fun learning environment.

scholarly journals EFFECTIVENESS OF TRADITIONAL TEACHING AUGMENTED WITH INTERACTIVE SESSIONS AS A NEW APPROACH IN BIOCHEMISTRY TEACHING

2020 ◽  
Vol 10 (2021) ◽  
pp. 1-8
Author(s):  
sadia qureshi ◽  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
New Approach

In medical education, different teaching methods are being used, and it is believed that methods involving active learning are usually stronger, motivate learners as they can control their learning process. So, the study was designed to evaluate the effectiveness of traditional teaching augmented with interactive sessions (TT+IS) as a new teaching approach in Biochemistry teaching.

New Techniques in Teaching Terrorism

2019 ◽  
pp. 529-540
Author(s):  
David A. Siegel
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Strategic Behavior ◽  
Multiple Roles ◽  
Traditional Teaching ◽  
Costly Signaling ◽  
Credible Commitment ◽  
New Techniques ◽  
Traditional Teaching Methods ◽  
Long Form

Active-learning exercises, such as in-class simulations and role play, are increasingly used alongside more traditional teaching methods of discussion and lecture in order to develop deeper understanding of complex topics, particularly those involving strategic behavior. This article describes in-class experiences with several instances of active learning that can be used to teach strategic concepts that arise in the study of terrorism. The first long-form exercise involves a simulated hostage crisis, comprises multiple roles including media, government, and terrorists, and highlights strategic concepts of credible commitment and costly signaling. The second long-form exercise captures the strategic interplay of government and terror group, and highlights agency problems and the difficulty of allocating limited resources. Shorter exercises cover: religion and its connection to the absolute; tactic diffusion, outbidding, and the importance of local support; media sensationalism; and terrorist financing.

scholarly journals Adaptive Learning Technology Relationship with Student Learning Outcomes

10.28945/4526 ◽  
2020 ◽  
Vol 19 ◽  
pp. 113-130
Author(s):  
Garry White
Keyword(s):  
Learning Style ◽  
Adaptive Learning ◽  
Teaching Methods ◽  
Future Research ◽  
Learning Technology ◽  
Traditional Teaching ◽  
Student Preferences ◽  
Course Grades ◽  
Traditional Teaching Methods ◽  
Learning Competencies

Aim/Purpose: The purpose of this study is to determine the effectiveness of an Adaptive Learning Technology (ALT), as compared to traditional teaching methods, in an undergraduate management information course. The effectiveness is based on Bloom’s Taxonomy of Learning Competencies Background: Previous studies have investigated factors involved with ALT. From one study, students enjoyed how to use new technology and believed it improves learning. However, the literature lacks studies showing gains in understanding and remembering as defined by Bloom’s Taxonomy of Learning Competencies. Methodology: Correlations between ALT usage and test/course grades were performed. McGraw-Hill’s Connect LearnSmart® was used as the ALT. The ALT was optional for extra credit in the class. Correlations were performed between LearnSmart® scores and tests. Then, since usage was bimodal (students who took the initiative to fully complete LearnSmart® and those who did not do LearnSmart®), an independent-samples t-test was performed between these two distinct groups. Sampling was from an Information Technology course at a major university. The data collection methods composed of recording LearnSmart® scores and test scores. Contribution: This study aims to provide empirical evidence of ALT outcomes in learning, to show if ALT enhance learning over traditional teaching methods. If not, the value of using ALT is provided. Findings: Results showed no relationships between ALT usage and test/course grades. No differences between the two groups (those who completed ALT and those that did not do the ALT) were found with each of the four tests and final course grades. Since the ALT group did the LearnSmart® as an option, the tool appears to be a preference for learning style and provides user satisfaction. This is consistent with prior studies. Recommendations for Practitioners: Practitioners should use ALT for convenience, preferences, and students’ satisfaction. The use of both traditional teaching methods and newer technology teaching methods might be most effective because they provide flexibility for the best method that satisfies the student. Editors and developers of publishers need to consider student preferences in learning. Recommendation for Researchers: Opinions and perceptions by subjects may be misleading. In future research, empirical evidence needs to be provided to validate opinions and perceptions. Research needs to focus more on students’ characteristics such as learning style, learning preferences, and initiative. Impact on Society: This research suggests that an ALT is efficient for the learning process rather than effective for outcomes and enhanced learning. Students can learn just as well without an ALT. Decisions to use an ALT should be based on convenience and student preferences. Future Research: In this study, students had the option to do an ALT. They showed initiative. For future research, initiative needs to be removed. Random assignments to do an ALT or not need to be studied to further confirm the findings of this study. Also, a future study needs to use the same subject’s outcomes for both an ALT and traditional teaching methods.

Game On!

2022 ◽  
pp. 957-991
Author(s):  
Papia Bawa
Keyword(s):  
Learning Environments ◽  
Teaching Methods ◽  
High Capacity ◽  
Future Research ◽  
Traditional Teaching ◽  
Game Based Learning ◽  
Educational Benefits ◽  
Learner Performance ◽  
Multiplayer Online Games ◽  
Traditional Teaching Methods

Today, there is growing interest in digital game-based learning (DGBL) due to the increase in the variety of educational and commercial games available. Literature indicates that video games in general have entertaining, motivational, and educational benefits. Despite this, there is a lack of research comparing game types to assess their value for learning. Typically, DGBL approach may include a variety of game types, like those designed for educational purposes such as digital education games (DEGs), as well as those created for entertainment and commercial reasons, such as massively multiplayer online games (MMOs). Digital games do possess a significantly high capacity to keep users engaged, which is a potential that can be used to motivate learners to interact more deeply with their learning environments, and consequently enhance their performances. This study supports the hypothesis that both DEGs and MMOs can be instrumental in improving engagement and learning versus traditional teaching methods. The article shares the results of the mixed methods study that examined the use of one DEG and four MMOs in undergraduate courses within a community college. The results suggest that learner performance and engagement are enhanced when using DGBL for both types of games, versus the traditional teaching methods. Additionally, practitioner and future research implications are also discussed.

Game On!

2020 ◽  
Vol 10 (3) ◽  
pp. 16-46
Author(s):  
Papia Bawa
Keyword(s):  
Teaching Methods ◽  
High Capacity ◽  
Mixed Methods Study ◽  
Future Research ◽  
Traditional Teaching ◽  
Massively Multiplayer Online Games ◽  
Game Based Learning ◽  
Educational Benefits ◽  
Learner Performance ◽  
Traditional Teaching Methods

Today, there is growing interest in digital game-based learning (DGBL) due to the increase in the variety of educational and commercial games available. Literature indicates that video games in general have entertaining, motivational, and educational benefits. Despite this, there is a lack of research comparing game types to assess their value for learning. Typically, DGBL approach may include a variety of game types, like those designed for educational purposes such as digital education games (DEGs), as well as those created for entertainment and commercial reasons, such as massively multiplayer online games (MMOs). Digital games do possess a significantly high capacity to keep users engaged, which is a potential that can be used to motivate learners to interact more deeply with their learning environments, and consequently enhance their performances. This study supports the hypothesis that both DEGs and MMOs can be instrumental in improving engagement and learning versus traditional teaching methods. The article shares the results of the mixed methods study that examined the use of one DEG and four MMOs in undergraduate courses within a community college. The results suggest that learner performance and engagement are enhanced when using DGBL for both types of games, versus the traditional teaching methods. Additionally, practitioner and future research implications are also discussed.

Using Kahoot to Inspire

2018 ◽  
Vol 47 (3) ◽  
pp. 373-390 ◽  
Author(s):  
Papia Bawa
Keyword(s):  
Mixed Methods ◽  
Teaching Methods ◽  
Educational Games ◽  
Mixed Methods Study ◽  
Educational Game ◽  
Future Research ◽  
Traditional Teaching ◽  
Game Based Learning ◽  
Traditional Lecture ◽  
Traditional Teaching Methods

Today, there is growing interest in digital game-based learning due to the increase in the variety of educational and commercial games available. The literature indicates that digital educational games are effective at keeping learners engaged. This study examines the use of a digital educational game called Kahoot and supports the hypothesis that it can improve engagement and learning when immersed in traditional, lecture-based classrooms. The results of the mixed-methods study, using 96 undergraduates, suggest that learners’ performance and engagement are enhanced when using Kahoot versus traditional teaching methods. In addition, practitioner and future research implications are also discussed.

scholarly journals A Study of e-Learning, Blended learning, and Traditional Teaching Methods to Motivate Autonomous Learning in English Reading Comprehension of Thais Learners

2017 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Pornpimon Saeheng
Keyword(s):  
Reading Comprehension ◽  
Blended Learning ◽  
Teaching Methods ◽  
Autonomous Learning ◽  
Traditional Teaching ◽  
Learning Method ◽  
English Reading ◽  
Traditional Teaching Methods ◽  
E Learning ◽  
English Reading Comprehension

The purposes of this study were to examine the differences in learners’ satisfaction of using e-Learning, blended learning, and traditional teaching methods for TR and HI students and to study learners’ autonomy after receiving three different kinds of teaching methods. The informants were 90, second year students majoring in Tourism and Hospitality Industry which were divided by purposive sampling method into three groups of 30 learners, Group A received e-Learning method, Group B received Blended Learning method, and Group C received Traditional teaching style. The research instruments used for data collection were lesson plans, e-Learning program, learners’ perception questionnaires, interview questions, and English Reading Comprehension test (Pretest and Posttest). Quantitative data were collected and analyzed by mean, standard deviation.  The interview data was read, reread, and then coded. Coding organized the raw data into meaningful categories. The results of this study indicated that the overall of students’ satisfaction and autonomous learning rate after receiving their teaching delivery methods were at “good.”  Additionally, the interview results showed that the students were positively satisfied with e-Learning and blended learning. The students have become autonomous learning. Recommendations were made and presented in two categories: benefits of future practice and further research.

scholarly journals GAMIFICATION IN TEACHING THEORETICAL LINGUISTIC DISCIPLINES

2021 ◽  
Vol 1 ◽  
pp. 454-466
Author(s):  
Leila Mirzoyeva
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Virtual Learning Environment ◽  
Modern World ◽  
Traditional Teaching ◽  
Theoretical Concepts ◽  
Team Games ◽  
Traditional Teaching Methods ◽  
Complicated Course ◽  
World Development

Gamification in the learning process is a well-known and, at the same time, an entirely new teaching tool. Today, a number of gaming techniques can be attributed not only in the real classroom, but also in the virtual learning environment. In both cases, games have significant motivating potential. On the other hand, prospects for the modern world development require getting both theoretical knowledge and practical skills, and games provide all the opportunities for getting them.Traditional team games, as well as contests between individuals, are widely used in learning process at universities Moreover, there are various types of up-to-date platforms for creating and introducing online games such as Kahoot!, Quizlet, Plickers, Classcraft, etc. However, it should be noted that all the listed platforms and techniques are used primarily in teaching practical disciplines (e.g. Practical English) while for theoretical courses, traditional teaching methods and teacher-centered approaches continue to prevail. We believe that various techniques of gamification (both real and virtual) will increase the level of students’ motivation while studying theoretical courses. Thus, such disciplines as Research Techniques in Linguistics, is a very complicated course for the 3rd year BA students; so in order to motivate them, different games were introduced. In our research, we used a questionnaire aimed at finding out how the introduction of games enhances students’ motivation to study this discipline.Also, the experiment which lasted for 1 semester with the students whose major is "Foreign Philology", showed that the application of different games a) motivated students and activated their schemata; b) facilitate mastering complicated theoretical concepts; so gamification should be considered as an effective tool in teaching theoretical disciplines.  

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