Digital Games for Computing Education

Digital games are considered an effective and efficient instructional strategy for computing education. However, there are few empirical studies providing sound evidence on the benefits of such educational games. In this respect, the objective of this chapter is to present a comprehensive analysis in order to summarize empirical evidence on the benefits of digital games used as an instructional strategy for computing education. The analysis is based on data collected from 21 case studies that use the MEEGA model, the most commonly used model for educational games' evaluation, evaluating 9 different games, involving a population of 344 students. The results indicate that digital games can yield a positive effect on the learning of computing, providing a pleasant and engaging experience to the students and motivating them to study. These results may guide instructors in the selection of educational games as instructional methods and guide game creators with respect to the development of new games.

EFFECTS OF USING COOPERATIVE LEARNING (STAD) AND CONVENTIONAL LEARNING ON STUDENT ACHIEVEMENT AND ATTITUDE IN PRIMARY SCHOOL

This study aims to examine the effect of cooperative learning instructional methods (STAD) and conventional learning instructional methods on achievement and attitudes in the subject of Mathematics in Primary Schools. The objective of this study is to detect an instructional method of learning that can improve the achievement and attitudes of students since primary school in the subject of Mathematics. This study applies a time series quasi-experimental design. The research instruments used were pre-test, test 1, test 2, post-test, attitude questionnaires 1,2, and 3, and interview. The data analysis approach was evaluated using a one-way ANOVA to determine the differences between the experimental and control groups. The study findings for pre-test achievement for the cooperative group (n=40) were M = 38.20 (SD = 8.321), test 1 was M = 44.75 (SD = 8.20), test 2 was M = 55.28 (SD = 7.03), and post-test was M = 66.53 (SD = 9.48) while the mean conventional group (n=40) for pre-test was M = 42.20 (SD = 10.80) 1 min test M = 41.75 (SD = 10.07), 2 min test M = 41.78 (SD = 8.78) and post-test mean M = 43.33 (SD = 9.74). The findings of the questionnaire were questionnaire 1 M = 43.10 (SD = 9.17), questionnaire 2 M = 56.05 (SD = 3.47), and questionnaire 3 was M = 63.70 (SD = 3.79) for the treatment group while the control group was the questionnaire 1 M = 40.33 (SD = 10.63), questionnaire 2 M = 45.44 (SD = 8.63) and questionnaire 3 mean value M = 48.71 (SD = 7.66). Findings of the study through interviews also showed that there were significant differences in favor of the cooperative group in student achievement and student attitudes. The results showed that students in cooperative learning classes outperformed conventional learning students.

The role of the lecture in post pandemic IHLs: Possibilities and implications from a Singapore case study

As one of the earliest instructional methods in formal education, lectures are primarily designed for students to learn through acquisition (Laurillard, 2012). Bligh’s seminal work (2000) concluded with evidence that lectures are as effective, but not more effective, than other methods in transmitting simple information. Although large, didactic, ‘sage on the stage’ (King, 1993) lectures have been much criticised over the past few decades, evolution to ‘guide by the side’, facilitated approaches has been slow.

Aspirational Ethics as a Contributing Factor in Engineering Students’ Ethical Awareness and Behavior

As ethical behavior is a part of engineers' professional identity and practice, developing ethical behavior skills in future engineers is a vital component of the engineering curriculum. There are already established instructional methods to teach engineering ethics (EE), however, it is concentrated on ethical awareness, and little attention has been given to how this will affect the ethical behavior. Even though students are capable of exercising ethical judgment, it does not mean that they are ethically literate or likely to act ethically. The assessment of engineering ethics cannot be conducted based on ethical judgment, because the ethical awareness of some engineers has not translated into ethical behavior. An alternative instructional method for measuring the ethical behavior is required to see how the ethical awareness given in the classroom setting is translated to the actual ethical behavior. Therefore, the focus of this paper is to propose an instructional method that correlates with both ethical awareness and ethical behavior, through aspirational ethics which require the students to contribute to the society. This method integrates the theory of morals and values, ethical and unethical conduct, code of practices of an engineer, ethics with the environment, and the responsibility of the engineer for the safety of everybody. Students’ ethical behavior in the society will be demonstrated through the University Social Responsibility (USR) projects. From these projects, the students’ ethical behavior is assessed by their peers, beneficiaries that they are serving, as well as by the educators, regarding their ethical conduct. This will be the tools to observe the degree of correlations between the ethical awareness instilled and behavior manifested. Applying these instructional methods will allow educators to build confidence and trust in their students' ability to build a professional identity and be prepared for the engineering profession and practice.

An eLearning program to prepare residents for a rotation in pediatric emergency medicine: A qualitative study

Background: To meet ACGME-I (Accreditation Council for Graduate Medical Education–International) training and duty hour requirements, we converted our 3-week-long pediatric emergency medicine induction program to an eLearning program. Objectives: The study aimed to identify areas of the eLearning program residents perceived useful and the components that helped them prepare for clinical work. Methods: The qualitative study took place in a tertiary pediatric emergency department. Twenty-seven residents from family medicine, emergency medicine, and pediatric medicine participated in focus group discussions to explore how they perceived the eLearning program helped prepare them for work. The interviews were audio-recorded, and transcripts were analyzed and coded into categories and themes. Results: Four themes emerged from the data analysis: residents’ access to the eLearning program, instructional methods, eLearning design elements, and supplementary learning. Residents valued autonomy to control their pace of learning and use online features that matched their preferred learning styles. Design features such as the use of questions and quizzes helped stimulate learning, but attention had to be paid to the order of questions in the modules and the format of the questions. Written guidelines served as a good reference for learners and face-to-face sessions accompanying the eLearning program helped reinforce knowledge and offered opportunities to interact with faculty members to clarify questions. Conclusion: Systematic planning focusing on access, instructional methods, and design is essential when creating eLearning programs for residency training. eLearning programs can be enhanced by the incorporation of team-based learning and having accompanying written content to reference.