scholarly journals Investigation of Reflections from the Digital Game-Based Learning Environment in Higher Education

2021 ◽  
Vol 11 (3) ◽  
pp. 503-515
Author(s):  
timur koparan
Keyword(s):  
Learning Environment ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Digital Games ◽  
Thinking Styles ◽  
State University ◽  
Digital Game ◽  
Game Based Learning ◽  
Meaningful Context

With this research, it is aimed to reveal the reflections of the digital game-based learning environment. The study group of the research consists of 28 mathematics teacher candidates studying at a state university. In the research conducted within the scope of the case study, the data were collected through worksheets used in the process of playing digital games, the opinion form for the games and observations. The research constitutes the 3 week part of the Teaching Mathematics by Game course, which is conducted for 14 weeks, 2 hours theoretical per week. In the designed learning environment, digital games were introduced to pre-service teachers, they were asked to play the games, take notes regarding the game during the game play, and reveal the mathematical results behind the games. After the game activities, teacher candidates were asked to evaluate the games. The data obtained were evaluated qualitatively and the thinking styles of the teacher candidates in the process of playing games and their views on games were presented with direct quotes and screenshots. The findings of the research revealed that the designed learning environment offers prospective teachers unique opportunities to think about mathematically strong contexts and to experience different methods of teaching and learning mathematics. The learning environment provided opportunities for teacher candidates to get to know, play, and understand and evaluate the mathematics behind the games, as well as discuss, think and collaborate in a meaningful context. In the study, it was concluded that educational digital games can become a powerful tool and an effective learning environment for learners, and prospective teachers need a radical approach that makes mathematics teaching interesting.

scholarly journals Digital Game-based Learning as an Innovation to Enhance Student’s Achievement for Arabic Language Classroom

2019 ◽  
Vol 8 (3) ◽  
pp. 2108-2112
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Digital Games ◽  
Arabic Language ◽  
Control Group ◽  
Digital Game ◽  
Game Based Learning ◽  
Language Classroom ◽  
Good Learning ◽  
And Control

Various studies have investigated the potential of employing digital games in education to help students’ increase their learning achievement and their academic performance. Over the years, scholar have recognised how games could become a good learning tool that can improve learner’s performance and sustain their engagement in teaching and learning activities. Therefore, the objective of this study is to explore whether mobile digital games, as a cybergogical tool, can be used to support Arabic language teaching and learning. This study is a quasi-experiment designed to determine the effectiveness of mobile digital games in supporting the learning of Arabic. This study 70 students who are taking the elementary Arabic language course in Universiti Malaysia Kelantan (UMK), Malaysia. The participants were selected through random purposive sampling. The students were divided into two groups; experimental group and control group. After the intervention of mobile digital game, the achievement scores of both groups were collected practically. The data collected were analysed using inferential quantitative analysis by using the IBM SPSS Statistics 24 software. This study reported that the adoption of mobile digital games significantly increases students’ achievement in Arabic language learning.

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

scholarly journals Implementasi Media Pembelajaran Dalam Keterampilan Mengajar bagi Mahasiwa Dalam Mata kuliah Media Dan Teknologi Pembelajaran Di Masa Pandemic Covid-19

2021 ◽  
Vol 5 (2) ◽  
pp. 209-220
Author(s):  
Rudi Muhamad Barnansyah Rudi
Keyword(s):  
Religious Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Skills ◽  
Learning Technology ◽  
State University ◽  
Study Program ◽  
The Media ◽  
The Times

Learning media is one of the things that can help the process of learning activities, but the media can also be a tool that does not support the smooth learning process, internet-based learning media is one of the infrastructures that can be used especially with today's era where everything is very easy to access. especially internet-based media which at this time have been widely used as learning materials or media that can support teaching skills for teachers or prospective teachers during the current COVID-19 pandemic, where teachers are required to be as creative as possible in providing media that will be used in teaching and learning activities. learning activities, the purpose of this research is to find out from the implementation of learning media in learning skills for students who are taking courses in Media and Learning Technology in which students especially prospective teachers must be able to adapt to the times with developments and technology. The research method used is descriptive qualitative media, where this method is to determine the extent of student knowledge in implementing a learning media on teaching skills, for the presence of researchers in this study is as an observer who designs learning activities or actions taken together with the team. The research model is a member of the research team, namely the lecturer of Islamic Religious Education. The research was carried out at the State University of Jakarta during the even semester lectures for the 2020/2021 academic year from March to July 2021. The subjects of this research were students in the PAI study program. The focus of this research is to find out the implementation of the usefulness of learning media during the covid-19 pandemic in teaching skills.

scholarly journals Learning Mechanics and Game Mechanics Under the Perspective of Self-Determination Theory to Foster Motivation in Digital Game Based Learning

2016 ◽  
Vol 48 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Jean-Nicolas Proulx ◽  
Margarida Romero ◽  
Sylvester Arnab
Keyword(s):  
Psychological Factors ◽  
Digital Games ◽  
Self Determination Theory ◽  
Self Determination ◽  
Flow Experience ◽  
Digital Game ◽  
Game Based Learning ◽  
Educational Levels ◽  
Mapping Model ◽  
Game Mechanics

Background. Using digital games for educational purposes has been associated with higher levels of motivation among learners of different educational levels. However, the underlying psychological factors involved in digital game based learning (DGBL) have been rarely analyzed considering self-determination theory (SDT); the relation of SDT with the flow experience has neither been evaluated in the context of DGBL. Aim. This article evaluates DGBL under the perspective of SDT in order to improve the study of motivational factors in DGBL. Results. In this paper, we introduce the LMGM-SDT theoretical framework, where the use of DGBL is analyzed through the Learning Mechanics and Game Mechanics mapping model (LM-GM) and its relation with the components of the SDT. The implications for the use of DGBL in order to promote learners’ motivation are also discussed.

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.

Communicability in Educational Simulations

2011 ◽  
pp. 373-390
Author(s):  
Emma Nicol
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Simulation Environment ◽  
Game Based Learning ◽  
Educational Simulations ◽  
Simulated Environments ◽  
User Evaluations ◽  
Simulation Environments

Simulation and game-based learning are powerful modes of learning that are used in many fields including subjects as diverse as medicine and aviation. While institutes of further and higher education are making increasing use of VLEs to deliver teaching and learning, there are currently few examples of simulated environments for learning. The SIMPLE (Simulated Professional Learning Environment) and Cyberdam environments are two of the few dedicated simulation environments. This chapter will look at both of these environments and the results of user evaluations to determine what makes a simulation environment successful and what aspects of a simulation environment would have to be evaluated in order to establish its communicability.

Principles of Educational Digital Game Structure for Classroom Settings

2011 ◽  
pp. 229-239 ◽  
Author(s):  
Youngkyun Baek
Keyword(s):  
Teaching And Learning ◽  
Traditional Instruction ◽  
Role Playing ◽  
Learning By Doing ◽  
Digital Game ◽  
Game Based Learning ◽  
Role Playing Games ◽  
Feedback Learning ◽  
Play Game ◽  
Learning By Discovery

The scope of learning with games is determined by their genre, characteristics and scenarios, or content. Therefore, the frame of a game containing its type and content somewhat confines the activities of players to learn and to play. Game-based learning adopts much of the same interactional techniques that have been used in traditional instruction. Learning with games includes activities such as ‘learning by practice and feedback’, ‘learning by doing’, ‘learning by making mistakes’, ‘learning by discovery’, and ‘learning by role playing’. Games are adopted for classroom based learning to motivate students, to support main curricular activities, to strengthen what is learned, and to summarize and evaluate what is learned. There is no straightforward guideline on how to use a game effectively in classroom settings. However, the instruction for teaching and learning with games needs to be designed before any other actions are taken.

Use of Mobile Technology at Montclair State University

2010 ◽  
pp. 292-308
Author(s):  
Patricia Kahn ◽  
Edward Chapel
Keyword(s):  
Learning Environment ◽  
Mobile Technology ◽  
High Speed ◽  
Teaching And Learning ◽  
State University ◽  
Innovative Teaching ◽  
Qualitative Survey ◽  
Technology Service ◽  
Rich Media ◽  
Survey Results

Educators strive to develop innovative teaching strategies to meet the expectations of digital natives that are accustomed to social networking environments. The Campus Connect project at Montclair State University, which began in the fall 2005 semester, provided an innovative mobile technology service, in order to meet these expectations. The program, which included a custom designed, high speed, rich media and GPS (location based services) capable cellular network as well as a rich array of cell phone based applications enabled students to customize their mobile phone for 24/7 access to the University’s teaching and learning, information, and administrative resources. This chapter will describe the growth and evolution of the Campus Connect program and the applications that were frequented by the student population on mobile technology through this innovative program. In addition, a description of how these applications enhanced the learning environment will be provided as well as the changes the program underwent in order to best suit the demands of the changing population of students. Quantitative and qualitative survey results are offered to describe the student’s reaction to using mobile technology in a learning environment as well as identify those applications that students utilized most often. Based on these results, recommendations for future iterations of the Campus Connect program will be provided, which can be used as a guide for administrators who may be contemplating comparable mobile technology programs at their institutions.

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