eLuna: A Co-Design Framework for Narrative Digital Game-Based Learning that Support STEAM

STEAM education enables the cross-curricular study of subjects based on their naturally occurring relationships through holistic and integrated methods. Narratives are enablers of STEAM learning environments, something that is evident in the exploration of narrative learning from pre-recorded history until present. Narrative Digital Game-Based Learning (DGBL) use narratives to drive the game. The extended Ludo Narrative Variable Model (the Variable Model) is a narratological model for categorization of narrative DGBL. Empirical evidence from categorizing narrative DGBL on the Variable Model shows that there is a particular set of categories that incur positive effects on engagement, motivation, and learning. This article introduces the eLuna co-design framework that builds on these categories and empowers educators to participate alongside game developers in multidisciplinary design and development of narrative DGBL. eLuna comprises 1) a four-phase co-design method, and 2) a visual language to support the co-design and co-specification of the game to a blueprint that can be implement by game developers. Idun’s Apples, a narrative DGBL co-designed, co-specified, and implemented into a prototype using eLuna, is presented to illustrate the use of the method and visual language. Arguing that narrative DGBL are vessels for STEAM learning, seven eLuna co-designed games are examined to illustrate that they support STEAM. The article concludes that narrative DGBL co-designed using the eLuna framework provide high opportunity and potential for supporting STEAM, providing educators and game developers with a STEAM co-design framework that enforces positive effects on engagement, motivation, and learning.

Utilizing the World Café Method to Inboost Students’ Motivation and Learning Outcomes

This research is an experimental study involving a group of class VIIa students as an experimental class that aims to determine the effectiveness of the word café method on the motivation and learning outcomes of Civics Education subject at SMP Negeri 1 Mehalaan. The study used an experimental research design—the data collection technique from pretest-posttest and questionnaire. The results showed that the average pre-test score was 40.00 KKM or achieving classical completeness 85%, while for the results of the descriptive analysis in the control class obtained an average value of pre-test of 45.50

Sub-second striatal dopamine dynamics assessed by simultaneous fast-scan cyclic voltammetry and fluorescence biosensor

Fast-scan cyclic voltammetry (FSCV) is an electrochemical method used to detect dopamine on a subsecond time scale. Recordings using FSCV in freely behaving animals revolutionized the study of behaviors associated with motivation and learning. Despite this advance, FSCV cannot distinguish between catecholamines, which limits its use to brain regions where dopamine is the predominant neurotransmitter. It has also been difficult to detect dopamine in vivo in some striatal subregions with FSCV. Recently, fluorescent biosensors for dopamine were developed, allowing for discrimination between catecholamines. However, the performance of these biosensors relative to FSCV has not been determined. Thus, we compared fluorescent photometry responses of the dopamine biosensor, dLight, with FSCV. We also used dLight photometry to assess changes in tonic and phasic dopamine, which has not been possible with FSCV. Finally, we examined dopamine dynamics during Pavlovian conditioning in striatal subregions, including the dorsolateral striatum where dopamine measurements are challenging with FSCV.

Gamification and Game-Based Learning

Teachers can use game mechanics in a non-game environment (gamification), or they can consider playing a game as an option to learn content. In the first case, adding elements inspired by games to the classroom environment allows teachers to create a motivating atmosphere for the learning of social sciences, geography, and history. The second case is directly related to games that “teach” content through making decisions and observation of consequences. With a focus on elements, benefits, strategies, and some of the most important resources to introduce gamification and game-based learning in social science education, the authors highlight student motivation and learning of content and skills. Although gamification is not a new concept, it can be considered that the technological development and the recognition of its didactic possibilities have extended the educational experiences in a new way, contributing significantly to education.

Analisis Pengaruh Motivasi dan Disiplin Belajar Pada Pembelajaran Daring di Masa Pandemi Covid-19

The objective of this research was to analyze the effect of learning motivation on learning outcomes, the influence of learning discipline on learning outcomes, and the influence of motivation and learning discipline on learning outcomes during online learning. This research was a quantitative research with ex post facto method. The population of this research amounted to 136 students. The sampling technique used was probability sampling using a simple random sampling technique with the outcomes of 58 students. The data collection technique used was a questionnaire to collect data on student answers and documentation in order to obtain data on learning outcomes. The data analysis techniques used was multiple linear regression test. The outcomes of this research indicated that there was an influence between learning motivation on learning outcomes of 62.7%, learning discipline on learning outcomes of 37.3%, and simultaneously learning motivation and learning discipline on mathematics learning outcomes of 65.6%. The conclusion of this study shows that there is an influence between learning motivation and learning outcomes, learning discipline and learning outcomes as well as learning motivation and learning discipline on mathematics learning outcomes in fourth grade students.

Hubungan Peran Orang Tua dalam Pendampingan dan Motivasi Belajar dengan Hasil Belajar Anak di Era New Normal Pandemi Covid-19

The problem in this research is the low learning outcomes of low grade students at SD Negeri 1 Rama Murti. This study aims to determine the significant relationship between the role of parents in mentoring and learning outcomes, the role of parents in learning motivation and learning outcomes, the role of parents in mentoring and learning motivation, and the role of parents in mentoring and learning motivation together with learning outcomes of low grade. This type of research is ex-postfacto correlation. The data collection techniquesused werw questionnaires and documentation study. The instrument for data collection is a questionnarie with a linkert scale, wich was previously tested for validity and reliability. Data analysis using product moment correlation multiple correlation. The result showed that there was a significant relationship between the role of parents in mentoring and learning motivation together with learning outcomes with a correlation coefficient value of 0,687 being at a level of “Strong”.

Hubungan Motivasi Belajar Ekstrinsik dan Disiplin Belajar dengan Hasil Belajar Matematika Peserta Didik di Sekolah Dasar

The problem with this study is low mathematics learning outcomes of students. This study aimed to determine a relationship between learning extrinsic motivation and mathematics learning outcomes, relationship between learning discipline and mathematics learning outcomes, and relationshiop between learning extrinsic motivation and learning discipline to mathematics learning outcomes of students. This type of research is quantitative by an ex-postfacto correlation research method. The population in this study is 55 students. Sample retrieval techniques used a total sampling. Data collection techniques was used in the form of questionnaires and documentation. Data analysis techniques using statistical tests of multiple correlation. Research shows that there is a significant reationship between learning extrinsic motivation and learning discipline with the mathematics learning outcomes of students grade V with a coefficient correlation of 0,501 positive with “moderate” criteria.