Design of a Digital Game-Based Learning Environment for Solving Quadratic Equations Using Completing-the-Square-Method

Various preconceptions about the effectiveness of applying digital-games approach in tandem with traditional teaching methods subsist in spite of learners increasing usage of digital devices and digital games. This trend obviously underplays the existing technological advancements made in respect to digital devices and computer game programming. This research paper applied the digital game approach to the teaching of mathematics with a view to boosting learner’s interest while mitigating boredom, difficulty and apprehension towards solving problems. It employed story-telling technique and role-play (both fun elements) to mathematics learning while still preserving the traditional stepwise approach to problem-solving in mathematics. A digital game-based environment was developed based on the battleship game. This environment was used to learn how to solve the quadratic equation using completing the square method. Performance evaluation was carried out to determine if the system aligns with the underlined objectives. The findings showed that using the digital game-based learning system helps in reducing learners’ apprehension in solving the quadratic problem and improved their cognitive skills in solving quadratic equations

Empowered learning through microworlds and teaching methods: a text mining and meta-analysis-based systematic review

Microworlds are simulations in computational environments where the student can manipulate objects and learn from those manipulations. Since their creation, they have been used in a wide range of academic areas to improve students learning from elementary school to college. However, their effectiveness is unclear since many studies do not measure the acquired knowledge after the use of microworlds but instead they focus on self-evaluation. Furthermore, it has not been clear whether its effect on learning is related to the teaching method. In this study, we perform a meta-analysis to ascertain the impact of microworlds combined with different teaching methods on students’ knowledge acquisition. We applied a selection criterion to a collection of 668 studies and were left with 10 microworld applications relevant to our learning context. These studies were then assessed through a meta-analysis using effect size with Cohen’s d and p-value. Our analysis shows that the cognitive methods combined with microworlds have a great impact on the knowledge acquisition (d = 1.03; p < 0.001) but failed to show a significant effect (d = 0.21) for expository methods.info:eu-repo/semantics/publishedVersio

Significance of RPG Game in Learning of Reading Comprehension for Beginner BIPA Learners

Product development in this article produces learning media to practice reading comprehension skill based RPG Game for beginner BIPA students. The model used in developing the product is the adaptation of Borg and Gall model. Adaptation of the model is done by converting ten stages into eight stages only. Based on product trial conducted, the final product validation result in BIPA experts is 98.44%, BIPA learning experts is 78.13%, and the learning media expert is 83.82 %. The final product validation result for BIPA students is 97.92% and 97.22%. Based on these results, the product is classified as very feasible and can be implemented

Using multimedia microworlds to motivate and engage adult learners

As educational institutions come under increasing pressure from outside forces to restructure the way students learn, efforts are being made by researchers to find ways to assist students to learn through independent thought and to solve problems in a resource-based, self-paced environment. Such an environment needs to be sufficiently interesting and novel to motivate students who begin to use it, and to continue to engage them as they progress through it. This study has sought to identify what such a learning environment needs to encompass in order to motivate and engage adult learners so that they will not only want to use it, but use it extensively. Eight attributes of motivation and engagement were identified from the literature, these being: immersion; reflection; flow; collaboration; learner control; curiosity; fantasy; and challenge. A module in a finance unit traditionally viewed by the students as boring and unengaging was selected, and a review of student and content needs was conducted. An interactive learning environment in the form of a microworld with gaming elements was designed and developed to incorporate the eight learner effects, and this was then trialed with a small group of finance students. The trial forms the basis for this thesis. The study was conducted using a combination of ethnographic action research and grounded theory as these allowed the researcher to focus on a specific problem relevant to the actual situation and allowed patterns in observations to be detected. The study used descriptive methodology to report what actually happened whilst looking for relationships between design elements, with cross-sequential sampling overcoming the problems of mono-operation bias. The results from these data gathering exercises suggested that the eight learner effects did, in fact, contribute to motivation and engagement in varying degrees. The program represented the unit content in a multiplicity of ways, ensuring that the individual learning styles of the students were accommodated. The study showed that students adapted differing navigational methods to progress through the program, but having settled on a path tended not to deviate from that path throughout each phase of the program. The study also highlighted the fact that such an environment is probably more effective in promoting incidences of reflection and higher order thinking among collaborating students, although, with sufficient scaffolding elements built into the program, students working in isolation may achieve some of the same effects from collaboration with the program itself. Another effect of using the microworld was that students could relate their learning back to their everyday lives, as well as place themselves into the environment. These factors, combined with the gaming elements, created an environment that caused an increase in positive attitudes among both the male and the female students. The results of this research have many implications for the future design of interactive learning environments for adults. It is already well documented that adult learners like resource-based, self-paced learning that is available at their convenience, but this research has identified some of the elements necessary to motivate adult learners to use such a program, to maintain their interest in the content during the whole time they are using the program, and to create a desire to continue learning about the topic long after they have completed the program. There are several imperatives driving the development of interactive instructional multimedia in the university environment. Among them are increased numbers of students, a reduction in the available face-to-face teaching time, and a growing. number of students who are demanding a more flexible way of learning. The results of this study show that interactive multimedia is a viable option for this style of teaching and learning, but the design should incorporate certain elements and principles in order for the students to be motivated sufficiently to use it. These design elements are generalisable to the design of multimedia for a wide variety of courses and topics

Role-Playing Game (RPG) to Increase Student's Learning Motivation

Online learning during the Covid-19 pandemic made teachers and students study separately and resulting in low student learning enthusiasm. This study aims to create a learning media Role-Playing Game (RPG) to increase student motivation. This research is Research and Development with the Alessi & Trollip model. The population in this study amounted to 512. The sampling technique was a simple random sampling of 120 students. At the alpha test stage, the media was validated by 3 media experts and 3 material experts. After the revision was carried out in the alpha test, the media was beta tested to determine its effectiveness in increasing student learning motivation. The data collection method is quantitative, using a questionnaire instrument and quantitative data analysis using the SPSS 25 program. The results showed that the RPG media created was in the "Very Appropriate" category with an average percentage of 95%. It was concluded that learning using RPG media proved to be more effective than classes that did not use RPG or conventional media, with a score obtained from the statistical test results at a significance level of 0.000 which is less than 0.05 (0.000<0.05). This study implies that teachers need to choose media suitable for learning needs to attract students' enthusiasm for learning

The role of computer games and social constructivism in skills development of learners from different educational backgrounds.

Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.This study is positioned within a specific South African context where many learners not only lack access to resources but are considered underprepared and therefore are seen as academically disadvantaged. Research findings presented here centre on learning theories within the social constructivist paradigm, make use of a developmental research methodology and use a number of different research instruments. The main objective of this study was to investigate the use of virtual learning environments, constructed as educational adventure games, as viable learning tools and to determine the influence of game play on skill development and overcoming learning difficulties. More specifically two educational games, Zadarh and ãKhozi developed at the University of KwaZulu-Natal, were used to investigate the use of technology in classrooms that included underprepared and academically disadvantaged learners. Zadarh was designed to challenge learner misconceptions related to photosynthesis and photorespiration and was used to investigate and evaluate the effectiveness of games to overcome these misconceptions. ãKhozi was used to introduce learners to issues related to HIV/Aids and to evaluate the use of such tools to develop skills. However, It was first necessary to develop an instrument, based on the Persona Outlining Model (POM), to evaluate and measure skills. The POM uses a number of interfaces (literacy, communication and visualization skills) and properties (age, gender and socio-economic background) to describe a typical learner, or game player. The instrument based on these interfaces and properties was used to evaluate the skills of young South Africans from Buhlebemfundo, Qhakaza and Tholokuhle schools and two universities, namely, University of Zululand [UniZulu] and University of KwaZulu-Natal [UKZN]), all from the region of KwaZulu Natal, South Africa. The majority of the sampled learners appear to lack appropriate visualisation, logical, mathematical, reading and writing skills and results suggest that poor performance may be associated with a low household income and poor English language skills. While participants (Buhlebemfundo, Qhakaza and Tholokuhle schools, and UniZulu and UKZN university students) who played Zadarh individually solved game problems, they still held many of the misconceptions. Further investigation revealed that when participants were unable to solve a problem they learnt by rote the solution to the problem. Playing Zadarh in groups and allowing participants to ask for clarification of assessment instrument questions showed that many participants developed a deeper understanding on the relationships between photosynthesis and respiration. Participants from Qhakaza were asked to play ãKhozi in flexible groups whichchanged from session to session. Using the previously developed skills assessment instrument showed improve visual, literacy and communication skills. Results strongly suggest that only through dialogue can misconceptions be overcome and that learning is a social activity as proposed by Vygotsky over 80 years ago. More specifically research presented here supports Vygotsky’s Zone of Proximal Development, the role of play in development and the need for written language skills. The new art form of digital games when conceived as microworlds can play an important role in education if games support co-operation between players, peers and mentors, allow for exploration through play and support the development of reading and writing skills