Meningkatkan Rasa Nasionalisme Siswa Melalui Game Base Learning

The birth of Game Based Learning take a new prespective to learing method while using a Game for learning proccess. This is a good opportunity for lecturer and theacher to increas and update their learning instrument that can be used. Some studies about game founded the approach of through the medium of games of the match learning in a significant way capable of effecting the improve achievement , the motivation to study , and the level of satisfaction in the style of of students to study. This study focused on increasing students nationalism through the game base learning in learning procces for Senior high students where players trained to make a deccision, analyze, and decide own attitude in the games. This game based learning research apply for learning nationalism lessons consists of four phases, design phase, data collection stage, the analysis and discussion stage phase, the documentation and research results phase. To stage of game design base learning with learning and analysis mapping game mechanics for serious games analysis (LM-GM) as the mapping of learning in the game. The purpose through this game is learning from the game play can be shown that the approach proposed effectively gives understanding of learning that given. In addition, also found that game is can help students studies learning the history

Feedback on the integration of a serious game in the data modeling learning

Data Modeling (DM) is an important area in the Information System (IS) learning. In particular, in the IS analysis phase business analysts need to provide a comprehensive notation to avoid misunderstanding between software engineers and customer. Teaching DM is a challenging task, mainly because it lays great emphasis on theory. It remains often abstract, not consensual and complex to implement in real setting. In order to better motivate learners, this paper aims to assess the integration of Serious Games (SGs) in the DM learning. Previous researches on learning with SGs has mainly been focused on other areas of the IS domain, such as Business Process Management (BPM). In an attempt to fill this gap, this paper presents an exploratory experiment on the usage of the SG innov8, carried out within a business school’s master students. This SG initially designed for learning BPM, has been the subject of a gamification experiment in order to design a data model. The feedback from the students and teachers were quite positive

E-polis: A serious game for the gamification of sociological surveys

E-polis is a multi-platform serious game that gamifies a sociological survey for studying young people's opinions regarding their ideal society. The gameplay is based on a user navigating through a digital city, experiencing the changes inflicted, triggered by responses to social and pedagogical surveys, known as "dilemmas". The game integrates elements of adventure, exploration, and simulation. Unity was the selected game engine used for the development of the game, while a middleware component was also developed to gather and process the users' data. At the end of each game, users are presented with a blueprint of the city they navigated to showcase how their choices influenced its development. This motivates them to reflect on their answers and validate them. The game can be used to collect data on a variety of topics, such as social justice, and economic development, or to promote civic engagement and encourage young people to think critically about the world around them.Comment: 8 pages, 11 figures, Proceedings of the International Conference on Applied Mathematics & Computer Science (ICAMCS) 202

Interactive Learning Management System to Develop Spatial Visualization Abilities

An Interactive Learning Management System (ILMS) is presented, which functions as a web-based Spatial Visualization Ability (SVA) learning support tool for students of engineering graphics and as a management tool for teachers to track student learning. This software is designed to fill the gaps in student knowledge, giving them more uniform spatial visualization abilities when enrolling on University Engineering degrees. The ILMS_SVA consists of: (1) a Content Management System (CMS); (2) a preliminary level assessment test; (3) a web-based tool for exercise management and self-assessment incorporating a 3D viewer that functions as an interactive tutorial (IT), allowing the manipulation of 3D objects in every exercise; (4) a database. It is designed for three types of users (student, teacher, and administrator), and has been validated with engineering graphics students at the University of Burgos (Spain) by means of experimental trials in the classroom and a user satisfaction survey, over two academic years. The results indicate that use of this tool improved SVA among students generally and was even of greater effectiveness for those students that accessed engineering courses with no prior knowledge of Technical Drawing

Desenvolvimento de habilidades espaciais: atividades práticas utilizando jogos digitais com estudantes de arquitetura e urbanismo

This article discusses one of the possibilities for changes in the teaching and learning process of geometric thinking in the face of the exponential appropriation of digital technology. The objective of the research was to develop activities focused on students of the first period of the Architecture and Urbanism course, using the Minecraft game. The article is the result of both bibliographical and empirical research, of a didactic experience. Through a practical application at the Juiz de Fora Federal University, it was pointed out that the use of games can contribute to the development of spatial skills and geometric thinking of students in the first periods of the Architecture and Urbanism course. In a simulated three-dimensional environment of a digital game, students are encouraged to use geometric reasoning for the composition of architectures, associating space with forms and rationalizing the architectural compositional process.Este artículo discute una de las posibilidades de cambios en el proceso de enseñanza y aprendizaje del pensamiento geométrico frente a la apropiación exponencial de la tecnología digital. El objetivo de la investigación fue desarrollar actividades enfocadas a los estudiantes del primer período de la carrera de Arquitectura y Urbanismo, utilizando el juego Minecraft. El artículo es el resultado de una investigación tanto bibliográfica como empírica, de una experiencia didáctica. A través de una aplicación práctica en la Universidad Federal Juiz de Fora, se señaló que el uso de juegos puede contribuir al desarrollo de las habilidades espaciales y el pensamiento geométrico de los estudiantes de los primeros períodos de la carrera de Arquitectura y Urbanismo. En un entorno tridimensional simulado de un juego digital, se anima a los estudiantes a utilizar el razonamiento geométrico para la composición de arquitecturas, asociando el espacio con las formas y racionalizando el proceso compositivo arquitectónico.Este artigo discute uma das possibilidades de mudanças no processo de ensino e aprendizado do pensamento geométrico face à apropriação exponencial da tecnologia digital. O objetivo da pesquisa foi desenvolver atividades focadas em discentes de primeiro período do curso de Arquitetura e Urbanismo, utilizando o jogo Minecraft. O artigo é resultado de uma pesquisa tanto bibliográfica quanto empírica, de uma experiência didática. Por meio de uma aplicação prática na Universidade Federal de Juiz de Fora, apontou-se que o uso dos jogos pode contribuir para o desenvolvimento das habilidades espaciais e o pensamento geométrico dos estudantes dos primeiros períodos do curso de Arquitetura e Urbanismo. Em um ambiente tridimensional simulado de jogo digital, os discentes são estimulados a utilizarem raciocínio geométrico para a composição de arquiteturas, associando o espaço às formas e racionalizando o processo compositivo arquitetônico

Evaluación de aplicaciones educativas de AR con estudiantes adultos

There is a growing interest in the educational applications of Augmented Reality (AR). While most applications of these technologies have been examined in the context of children education, our knowledge about their usefulness in adult education is deficient and particularly more in the category of Location-Based Augmented Reality (LBMAR) games, so the aim of this thesis is to examine the opinions of adult learners (young, middle-aged and elderly) about one particular LBMAR game, the “Ingress”. The main problems addressed by this research comprise questions relating to the usefulness of some key technological components of AR in education (secondarily) and to aspects of training adults by using AR (primarily). As concerns the technological aspects, i.e. "which one of the three types of AR (marker-based, markerless, location-based) is more often associated with naturalistic approaches and what are their relative advantages?”, this research showed that naturalistic approaches applied to marker-based AR enhance active participation in virtual environments, motivate learners, promote personal involvement in conquering new information, offer different perspectives of the content and arouse interest for knowledge. In the case of markerless AR, naturalistic designs foster participants’ collaboration in games, enhance interactivity, offer panoramic views, visualization, and the possibility to examine the role of visual controls. Moreover, naturalistic approaches applied to location-based AR are suitable for designing multidisciplinary applications, can be used for training and have the possibility to be designed so as to account for locality and context. The fact that, as appears from the peer-reviewed literature that was examined, the location-based AR technologies are more appropriate for education and for smartphones, hints that a deeper examination of their potential usefulness for education (and for adult education in particular) might be interesting. As concerns the educational aspects, which also constitute the main focus of the thesis, these focus on the exploration of the usefulness of the LBMAR game “Ingress” in adult education, by answering two intertwined questions: a) how to assess opinions of adult learners about the LBMAR game “Ingress”? and b) what do adult learners think about this game and how do they perceive its features? Providing answers to these questions is tantamount to receiving adequate results from quantitative and qualitative empirical research which would be designed so as to explore their opinions, views and attitudes with respect to this LBMAR game. Hence, 45 adult persons from Greece, aged 20 to 62,cooperated as subjects of this research. They followed a short introductory informal training (on AR, VR, MAR and the games that are relevant to these technologies) by the researcher of this thesis and were subsequently given the instructions of how to use “Ingress” on a smartphone. The quantitative research was carried out before and after training and all trainees participated by filling 31 Likert-type closed questions before and after training. The qualitative research was based on the analysis of their responses to two different sets of open-ended questions. The first set consisted in 5 such questions to which answered 24 participants and the second set had 2 broader questions to which responded 36 participants. This research showed the advantages for adult education of integrating the ARCS model into the learning phase of an LBMAR game. Specifically, it was shown that using Keller’s widely known “ARCS model” (Attention – Relevance – Confidence - Satisfaction) enabled the classification of users’ responses with respect to their interaction with the game and is therefore useful in evaluating adult education with LBMAR games. The players’ responses did not change linearly with their age and the training has had different impact on each age group of learners. Also, statistical analyses proved that training increased the scores of the factors of ARCS model. Other results of this research showed that those over 36 years old focused more on the facts that the play of “Ingress” is primarily a geographical game and its scenario reflects interesting discussions about the evolution of humanity. Participants in the age groups 20–35 and >52 agreed that the game does not have idle phases, that it combines excitement with insecurity, and that it is pleasant to play locally a game of planetary proportions.Another age-related observation concerned the answers to the question (“How do you feel when you endow the geographical space with personal preferences?”) between age groups with age groups agreeing in pairs: the first two age groups (20–30) and (30–40) agreed more than with the last two (40–50) and (50–60). Yet, in question “Do you think that the game offers opportunities for learning and teaching geography, building on your previous geographical knowledge?” , there was an overlap in the responses of participants among age groups. As for the first question, the most critical concept was: “the users feel a kind of nostalgia”, followed by the concept “the users consider portals as personal creations”. In the case of the second question, the most critical concept was that the participants believe that the game offers entirely new opportunities for education in geography, compared with their previous experiences. This fosters an evidence of constructivist approaches to adult education and, also, relevance of some other prominent theories of adult education such as humanism. Methodologically, this research it was shown that content analysis is a valuable method for exploring opinions and attitudes of adult users towards MAR games and Jaccard indices can be used to quantitatively explore themes emerging from content analysis. Content analysis was performed on the users’ responses qualitatively in order to identify characteristic sentences expressing attitudes and opinions. For the quantitative assessment of similarities between responses for each question and subconcept, the Jaccard similarity index was calculated pair-wise for every pair of participants. In addition to the Jaccard indices and furthering the scope of new methods for content analysis, this thesis shows how to use Social Network Analysis (SNA) to model concept maps, thus opening up excellent opportunities to create visualizations of concepts and their inter-relationships. Quantitative aspects of SNA analysis (i.e. by using radial centrality and information centrality) provide mechanisms suitable to measure internal relationships in concept maps (in addition to visual inspection) that would not otherwise be visible. Using SNA enabled the classification of users’ responses with respect to their interaction with the game and therefore was a fruitful approach for education that involves MAR games. Furthermore, with this novelty, it is shown how texts derived from interviews or from responses to open questions by different individuals can be analyzed both qualitatively and quantitatively with SNA. Concluding, this research has produced novelties at both the educational and the methodological levels. As concerns adult education, it was shown that i) LBMAR games are suitable for it, ii) adult education about them can be enhanced by following Keller’s ARCS model, iii) perception and satisfaction of adult learners depends on age, and iv) certain theories of adult education (i.e. constructivism and humanism) can be relevant when adult learners use LBMAR games such as “Ingress”. As concerns methods of educational research, this research suggested entirely new methods, for first time ever, for analyzing data that are derived from trainees' responses to open questions. These new methods are content analysis of the participants’ responses with the use of Jaccard indices and methods of SNA and can have a wider applicability to educational research.Existe un creciente interés por las aplicaciones educativas de la Realidad Aumentada (RA). Mientras que la mayoría de las aplicaciones de estas tecnologías se han examinado en el contexto de la educación infantil, nuestro conocimiento sobre su utilidad en la educación de adultos es deficiente y, en particular, más en la categoría de juegos de Realidad Aumentada Basada en la Localización (LBMAR), por lo que el objetivo de esta tesis es examinar las opiniones de los estudiantes adultos (jóvenes, de mediana edad y mayores) sobre un juego LBMAR, el "Ingress". Los principales problemas que aborda esta investigación comprenden cuestiones relacionadas con la utilidad de algunos componentes tecnológicos de la RA en la educación (secundariamente) y con aspectos de la formación de adultos mediante el uso de la RA (principalmente). En cuanto a los aspectos tecnológicos, es decir "¿cuál de los tres tipos de RA (basada en marcadores, sin marcadores, basada en la localización) se asocia más a los enfoques naturalistas y cuáles son sus ventajas relativas?", esta investigación demostró que los enfoques naturalistas aplicados a la RA basada en marcadores potencian la participación activa en entornos virtuales, motivan a los alumnos, promueven la implicación personal en la conquista de nueva información, ofrecen diferentes perspectivas del contenido y despiertan el interés por el conocimiento. En el caso de la RA sin marcadores, los diseños naturalistas fomentan la colaboración de los participantes en los juegos, mejoran la interactividad, ofrecen vistas panorámicas, visualización y la posibilidad de examinar los controles visuales. Además, los enfoques naturalistas aplicados a la RA basada en la localización son adecuados para el diseño de aplicaciones multidisciplinares, pueden utilizarse para la formación y tienen la posibilidad de diseñarse teniendo en cuenta la localidad y el contexto. El hecho de que, como se desprende de la literatura revisada por pares que se examinó, las tecnologías de RA basadas en la localización son más apropiadas para la educación y para los teléfonos smartphones, sugiere que podría ser interesante un examen más profundo de su utilidad potencial para la educación (y para la educación de adultos en particular). En cuanto a los aspectos educativos, que también constituyen el foco principal de la tesis, éstos se centran en la exploración de la utilidad del juego LBMAR "Ingress" en la educación de adultos, respondiendo a dos preguntas entrelazadas: a) ¿cómo evaluar las opiniones de los alumnos adultos sobre el juego LBMAR "Ingress"? y b) ¿qué piensan los alumnos adultos sobre este juego y cómo perciben sus características? Dar respuesta a estas preguntas equivale a recibir resultados adecuados de una investigación empírica, cuantitativa y cualitativa, que se diseñaría para explorar sus opiniones, puntos de vista y actitudes con respecto a este juego LBMAR. Por lo tanto, 45 personas adultas de Grecia, con edades entre 20 y 62 años, colaboraron como sujetos de esta investigación. Siguieron una breve formación informal introductoria por parte del investigador de esta tesis (sobre RA, realidad virtual, RA móvil, y sobre los juegos relacionados con estas tecnologías) y posteriormente se les dieron las instrucciones de cómo utilizar "Ingress" en un smartphone. La investigación cuantitativa se llevó a cabo antes y después de la formación y todos los alumnos participaron respondiendo a 31 preguntas cerradas del tipo Likert antes y después de la formación. La investigación cualitativa se basó en el análisis de sus respuestas a dos conjuntos diferentes de preguntas abiertas. El primer conjunto constaba de 5 preguntas de este tipo (a las que respondieron 24 participantes) y el segundo conjunto tenía 2 preguntas más amplias, a las que respondieron 36 participantes. La investigación cuantitativa mostró las ventajas para la educación de adultos de integrar el modelo ARCS en la fase de aprendizaje de un juego LBMAR. En concreto, se demostró que la utilización del conocido "modelo ARCS" de Keller (Atención - Relevancia - Confianza - Satisfacción) permitió clasificar las respuestas de los usuarios con respecto a sus interacciones con el juego y, también, es útil para evaluar la educación de adultos con juegos LBMAR. Las respuestas de los jugadores no cambiaron linealmente con su edad y el entrenamiento ha tenido un impacto diferente en cada grupo de edad de los alumnos. Además, los análisis estadísticos demostraron que el entrenamiento aumentó las puntuaciones de los factores del modelo ARCS. Otros resultados de esta investigación mostraron que los mayores de 36 años se centraron más en el hecho de que el juego "Ingress" es principalmente un juego geográfico y su escenario refleja interesantes debates sobre la evolución de la humanidad. Las opiniones de los participantes de los grupos de edad de 20-35 y >52 coincidieron en que el juego no tiene fases ociosas, que combina la emoción con la inseguridad y que es agradable jugar a nivel local a un juego de proporciones planetarias. Otra observación relacionada con la edad se refería a las respuestas a la pregunta ("¿Cómo te sientes cuando dotas al espacio geográfico de preferencias personales?") entre grupos de edad que coincidían: los dos primeros grupos de edad (20-30) y (30-40) estaban más de acuerdo que los dos últimos (40-50) y (50-60). Sin embargo, en la pregunta "¿Crees que el juego ofrece oportunidades para aprender y enseñar geografía, aprovechando tus conocimientos geográficos previos?" hubo un solapamiento en las respuestas de los participantes entre los grupos de edad. En cuanto a la primera pregunta, el concepto más crítico fue: "los usuarios sienten una especie de nostalgia", seguido del concepto "los usuarios consideran los portales como creaciones personales". En el caso de la segunda pregunta, el concepto más crítico fue que los participantes creen que el juego ofrece oportunidades totalmente nuevas para la educación en geografía en comparación con sus experiencias anteriores. Esto fomenta una evidencia de los enfoques constructivistas de la educación de adultos y, también, la relevancia de algunas otras teorías prominentes de la educación de adultos, como el humanismo. Metodológicamente, esta investigación demostró también que el análisis de contenido es un método valioso para explorar las opiniones y actitudes de los usuarios adultos hacia los juegos MAR y los índices de Jaccard pueden utilizarse para explorar cuantitativamente los temas que surgen del análisis de contenido. El análisis de contenido se realizó sobre las respuestas de los usuarios de forma cualitativa para identificar las frases características que expresan actitudes y opiniones. Para la evaluación cuantitativa de las similitudes entre las respuestas de cada pregunta y subconcepto, se calculó el índice de similitud de Jaccard por parejas para cada par de participantes. Además de los índices de Jaccard y de ampliar el alcance de los nuevos métodos de análisis de contenido, esta tesis muestra cómo utilizar el Análisis de Redes Sociales (Social Networks Analysis - SNA) para modelar los mapas conceptuales, abriendo así excelentes oportunidades para crear visualizaciones de los conceptos y sus interrelaciones. Los aspectos cuantitativos del análisis SNA (es decir mediante el uso de la centralidad radial y la centralidad de la información) proporcionan mecanismos adecuados para medir las relaciones internas en los mapas conceptuales (además de la inspección visual) que de otro modo no serían visibles. El uso del SNA permitió la clasificación de las respuestas de los usuarios con respecto a su interacción con el juego y, por lo tanto, fue un enfoque fructífero para la educación que involucra los juegos MAR. Además, con esta novedad, se muestra cómo los textos derivados de las entrevistas o de las respuestas a las preguntas abiertas de diferentes individuos pueden ser analizados tanto cualitativamente como cuantitativamente usando SNA. En conclusión, esta investigación ha aportado novedades, tanto a nivel educativo como metodológico. En lo que respecta a la educación de adultos, se ha demostrado que i) los juegos LBMAR son adecuados para ella, ii) la educación de adultos sobre ellos puede mejorarse siguiendo el modelo ARCS de Keller, iii) la percepción y la satisfacción de los alumnos adultos depende de la edad, y iv) ciertas teorías de la educación de adultos (es decir, el constructivismo y el humanismo) pueden ser relevantes cuando los alumnos adultos utilizan juegos LBMAR como "Ingress". En cuanto a los métodos de investigación educativa, esta investigación sugirió métodos totalmente nuevos para analizar los datos que se derivan de las respuestas de los alumnos a las preguntas abiertas. Estos nuevos métodos son el análisis de contenido de las respuestas de los participantes con el uso de los índices de Jaccard y los métodos de SNA y pueden tener una aplicabilidad más amplia a la investigación educativa

Self-directed learning research and its impact on educational practice

This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector but includes all scholars in the field of teaching and learning in all education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, all chapters in the book are closely linked together around self-directed learning as a central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education) to form a rich knowledge bank of work on self-directed learning