This study aimed to investigate the impact of a training program on the professional competence of Pendidikan Anak Usia Dini (PAUD) teachers in developing traditional educational game tools. The ...training activities employed the experiential learning model, focusing on the steps of traditional APE (Anak Usia Dini Pendidikan, or Early Childhood Education) development: selecting traditional games, choosing materials, adapting games into APE, determining learning themes, and piloting APE with peers. The findings revealed several implications of the training program on the professional competence of PAUD teachers. First, there was a significant increase in teacher knowledge, particularly in traditional APE. Second, teachers became more aware of the importance of traditional APE in early childhood education. Third, teachers' understanding of professional competence was enhanced through the training, enabling them to incorporate traditional APE into their teaching practices effectively. Fourth, the development and utilization of learning themes through traditional APE became more widespread among teachers. Fifth, teachers better understood child development aspects that could be nurtured through traditional APE. Sixth, the training diversified teaching methods through traditional APE, resulting in more engaging and interactive learning experiences was essential. Seventh, teachers' ability to create stimulating learning environments improved. Finally, the training program gave teachers valuable experiences, knowledge, and motivation to enhance their instructional practices. This study highlights the positive outcomes of training PAUD teachers in developing traditional educational game tools, emphasizing the significance of traditional APE in fostering professional competence and enriching early childhood education.
Keywords: Educational Game, Professional Competence Teachers, Traditional Educational Game
Via a systematic review of the literature on learning games, this article presents a systematic discussion on the design of intrinsic integration of domain-specific learning in game mechanics and ...game world design. A total of 69 articles ultimately met the inclusion criteria and were coded for the literature synthesis. Exemplary learning games cited in the articles reviewed and developed by credible institutions were also analyzed. The cumulative findings and propositions of the game-based learning-play integration have been extracted and synthesized into five salient themes to clarify what, how, where, and when learning and content are embedded in and activated by gameplay. These themes highlight: (a) the types of game-based learning action—prior-knowledge activation and novel-knowledge acquisition, (b) the modes in which learning actions are integrated in game actions—representation, simulation, and contextualization, (c) the blended learning spaces contrived by game mechanics and the game world, (d) the occurrence of meta-reflective and iterative learning moments during game play, and (e) the multifaceted in-game learning support (or scaffolding). Future directions for the design and research of learning integration in digital games are then proposed.
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BFBNIB, DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NMLJ, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ, ZRSKP
This research is motivated by the sophistication of technology to be developed in early childhood learning to improve children's reading skills. Reading is one of the skills retained by early ...childhood. The ability to read can facilitate children's learning at the subsequent level of education. This study aims to improve children's reading skills through android-based educational games. This study employs the type of research R D (Research and Development) with the ADDIE model, which refers to Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques used a questionnaire. The results obtained from the development of children's reading skills through android-based educational games were declared valid, practical, and effective. The data collection instrument in this study was a questionnaire to test the validity, practicality, and effectiveness. The validation results of educational games were declared valid and very feasible to use with the means of Aiken's V by material experts was 0.89. The means of Aiken's V by media experts was 0.93. The Practicality of the Android-based Educational Game is highly feasible and has an average percentage result of 89%. The effectiveness is 91%. Therefore, educational games are declared effective. Hence, android-based educational games to improve children's reading skills in Raudhatul Atfhal are valid, practical, and effective.
The aim of this research is to utilize educational game learning media to help students have competence in English. Understanding English allows individuals to communicate with people from various ...backgrounds and cultures. 21st century skills are an integration of knowledge skills and attitudes as well as mastery of ICT development through; critical thinking skills and problem solving skills, communication skills, creativity and innovation skills, and collaboration skills. Through this method students are invited to actively participate in the learning process and train their ability to think critically. The results of the implementation of the use of educational game learning media are expected to be able to develop students' competence in English so that students are able to compete in the world of work. This research stage refers to the six steps in developing the ASSURE model. Analyze learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Learner Participation, Evaluate and Revise. Grades are divided into three categories A (Very Good), B (Good), and C (Poor). Educational games are an alternative learning media that can help students have competence in learning English.
Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational ...purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments.
•Educational games, gamification and social networking are compared.•Specific instruments are used or designed for each approach.•Four experimental groups and one control group (N = 379) are part of the experiment.•All experimental conditions improve learning in practical assessments.•Social gamification returns better results initially and across all learning activities.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
The purpose of this project is to (1) develop an educational game for learning in a JAVA programming course for undergraduate students, (2) compare the learning achievements of educational games and ...lectures, and (3) assess learner game acceptance with learning through games. The sample used in this research were 50 first-year undergraduate students in the field of management information systems from the Department of Information Science, S University in Thailand. In game design and development, The researcher developed the game based on the concept of game flow elements, such as challenges, story, fun, beauty, and so on, in order to inspire learners to be engaged in learning through games. The tools used in the research were (1) educational game performance evaluation forms, (2) an educational game for learning JAVA programming concepts, (3) a learning achievement test, and (4) student satisfaction assessment forms. The research results showed that (1) the learning efficiency of the educational game was very good, (2) the academic achievement of learning by the educational game was higher than that of learning by lecture, and (3) the acceptance of learning with computer games by the students was excellent. Additionally, learning through games made it easier for students to absorb the subject and learn more effectively. It has been discovered that learning through games improves learning results for students.
This study investigated players' emotional responses to performance feedback in an educational game under cooperative and competitive structures. A 2 × 2 repeated-measures experiment was conducted ...with the task structure (cooperative and competitive) and the task demand (low and high) as independent variables. Thirty-two students from a university campus participated in the experiment. We designed a memory game involving a humanoid robot as a co-player, manipulating cooperation and competition between the human player and the robot. Functional near-infrared spectroscopy (fNIRS) scanner was employed to monitor the participant's prefrontal cortex activity. The subjective experience was measured with questionnaires. fNIRS results showed that, compared to negative feedback, positive feedback led to increased activations in the orbitofrontal cortex and rostromedial cortex regardless of the task demand. Additionally, compared to competitive structures, cooperative structures caused increased activation in the left rostromedial region in low-demand tasks. Furthermore, participants reported a more positive self-evaluation in competitive than cooperative structures but more positive evaluation toward the robot in cooperative than competitive structures.
•Positive feedback activates the orbitofrontal cortex in educational games.•Positive feedback activates the rostromedial prefrontal cortex in educational games.•Players report higher self-evaluation in competitive than cooperative games.•Players report higher robot-evaluation in cooperative than competitive games.•Players experience marginally higher pleasantness after competition than cooperation.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This study aims to develop interactive media Scratch-based educational games on grade V environmental conservation material in elementary schools and measure the feasibility of the media. This ...research used the D&D (Design and Development) method with the ADDIE model research design, which consists of 5 stages (Analysis, Design, Development, Implementation, and Evaluation). Data feasibility collection was done through the validation of material experts and media experts, as well as response questionnaires given to teachers and students. The data analysis technique used descriptive analysis techniques, which include qualitative and quantitative data. The results of the feasibility test from the material validator got a percentage score of 91.67%, which belongs to very feasible category; the media validator got a result of 92.5%, which belongs to very feasible category. The teacher response questionnaire obtained a result of 97.5%, with a very feasible category, and the student response questionnaire obtained a result of 95.75%, which belongs to very feasible category. Based on the resulting research, the interactive media developed, namely Scratch media, was very feasible to be used as a digital technology-based learning media innovation in elementary schools.
Games as a Learning Tool in Higher Education Valeska Ormazábal Valladares; Lilian Hernández Montes; Felipe Zúñiga Arbalti
Revista electrónica de investigación educativa,
12/2023, Volume:
25
Journal Article
Peer reviewed
Open access
The aim of this research is to evaluate whether using games improves students’ learning management, as reflected in their grades, and teamwork. Games were also used as a feedback strategy. The sample ...was made up of 156 Chilean university students, who took part in three game activities (Kahoot!, The Alphabet Game, and a card game). Student perception of the strategy was assessed, and pretests, posttests, and examinations were conducted to determine the impact of these strategies on grades. The results revealed a favorable evaluation of games as an innovative learning and teaching strategy; the pretests and posttests showed an increase in grades after the game activity. In conclusion, games are a learning tool that makes it possible to integrate skills and motivate students in a dynamic and creative manner.
Games are one of the entertainments that are often and in demand by many children, especially those that can be used in electronic media. The educational game media developed in this research is ..."Petualangan Alja" which includes algebraic material. Addie model is used in research research and development (R&D) and there are 5 stages of development, namely: analysis, design, development, implementation, and evaluation. This educational game has confirmed its validity as a learning medium by materials and media experts with 95% and 95% results obtained. 5 students of grade 7 of SMP Negeri 1 Getasan and SMP Negeri 6 Salatiga were selected as research subjects. The results showed that the percentage of practicality obtained was 94.7% with a very good category. The significance result of the Paired T-Test test was 0.039 which was less than 0.05 with the learner's learning outcomes increasing significantly from the higher posttest average score of the pretest score. The conclusion of this study is that the educational game "Petualangan Alja" is valid, practical, and effective.
