Student interactions in online discussion forums: their perception on learning with business simulation games

Digital technology offers new teaching methods with controversial results over learning. They allow students to develop a more active participation in their learning process although it does not always drive to unequivocal better learning outcomes. This study aims to offer additional evidence on the contribution of business simulation games to students' learning outcomes, considering student interactions in online discussion forums. We conducted a qualitative research with the online discussion forums of 5 different courses at bachelor and master levels, which involves 41 students' teams. The final sample was composed of 3681 messages posted by the students. The results reveal that some generic and specific managerial skills exert a positive influence on learning outcomes. Students mostly highlighted teamwork, decision-making, information processing, reaching agreements, and dealing with uncertainty as the most relevant contributions of the game towards their learning. These results have instructional and pedagogical implications for determining the best way to enhance students' motivation and learning outcomes when using digital technology methods, which involves recommendations that affect their design and monitoring

Engagement in business simulation games: A self-system model of motivational development

This research draws on the self-system model of motivational development to explain how the use of business simulation games in class facilitates students’ engagement and enhances their learning. Based on a survey of 360 undergraduate students who played a business simulation game in a marketing course, the findings show that students’ perceptions of competence, autonomy, relatedness and self-efficacy have a positive impact on their cognitive, emotional and behavioural engagement. In addition, cognitive and emotional engagement have a positive influence on skills development and perceived learning

Evaluation of Gender-Relevant Differences in Students' Interest and Problem-Solving Skills Through Stunt Science Approach

Academic interest, despite its complex construct, has been the focus of many empirical studies because of its direct relationship with learning (Dopatka et al., 2020) and the reason behind the development of various learning materials, such as educational games. Some studies attempted to construct instruments in various formats (Permatasari et al., 2019), mostly survey-questionnaires, to measure students' interest in different ways, such as classroom activities and students' personal experiences (Kaur & Zhao, 2017; Lavonen et al., 2010; Eseryel et al., 2014; Maison et al., 2020). The present study started with the creation of a game-based instrument featuring the Physics behind stunt actions in movies. In an attempt to contribute additional empirical evidence to a limited number of studies relating gameplay and problem-solving skills (Eseryel et al., 2014; Kailani et al., 2019), the game was designed to simulate stunt actions through problem-solving questions taken from Physics lessons. The game contains problem-solving questions, grouped into three levels of difficulty, and was assessed for its gender-related impact on students' interest and problem-solving skills. Unlike other researches, the present study measured the academic interest of 125 secondary students (49 female, 31 male) through actualized knowledge using an educational game, instead of survey questionnaires. Results show that the game had a significant influence on students’ interest. No significant gender-related differences on students' interest was found and no statistically significant influence on the level of interest of the students towards the game has been caused by the two-way interaction of gender and the game. Playing the game showed a significant influence on the problem-solving skills of the students and accounted for 57% of their level of problem-solving abilities

Student engagement in game-based learning : a literature review

Today’s teens are digital natives: 87% of them have a desktop or laptop (Lenhart et al., 2015). Modern education is shifting from using traditional teacher-centered methods toward employing student-centered strategies. Game-based learning is not a new concept and has been adopted in both private and public schools. Although previous studies found that game-based learning is a sound strategy to engage learners, further research is needed to understand how engagement can influence learning and identify specific factors of game-based learning that affect learners. This report is a literature review of relevant journal articles on student engagement in game-based learning in K-12 and higher education. A total of twenty peer-reviewed journal articles from 2008 to 2018 were included in this report. The findings have showed that various factors have different effects (positive, negative, or no effects) on student engagement and that there is a close relationship between engagement and learning. The report also discusses measurement tools and research design issues. Finally, implications for future research are proposed.Curriculum and Instructio

KEMAMPUAN MEMECAHKAN MASALAH DAN KETERLIBATAN PESERTA DIDIK PADA PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN TRIPLE JUMP ASSESSMENT (TJA) DALAM PEMBELAJARAN IPA

ABSTRAK Kemampuan memecakan masalah merupakan salah satu keterampilan yang dibutuhkan dalam menghadapi permasalahan dunia nyata dan tantangan abad 21. Dalam pembelajaran IPA, kemampuan pemecahan masalah dilatihkan melalui kegiatan ilmiah yang melibatkan peserta didik dalam prosedur pemecahan masalah. Tujuan dari penelitian ini yaitu untuk (1) mendeskripsikan peningkatan kemampuan memecahkan masalah, (2) mendeksripsikan keterlibatan peserta didik, dan (3) mengetahui hubungan antara keterlibatan peserta didik dalam proses belajar dengan kemampuan memecahkan masalah pada penerapan Problem Based Learning (PBL) berbantuan Triple Jump Assessment (TJA). Penelitian ini merupakan penelitian deksriptif dengan sampel penelitian berjumlah 29 peserta didik kelas VII di salah satu SMP Negeri Kota Bandung. Instrumen penelitian terdiri dari tes uraian kemampuan pemecahan masalah, lembar pengamatan, dan angket keterlibatan peserta didik. Dari penelitian diperoleh hasil yaitu (1) terdapat peningkatan kemampuan pemecahan masalah dengan skor N-gain sebesar 0,818 dalam kateogori tinggi, (2) keterlibatan peserta didik dalam pembelajaran sebagian besar dapat digolongkan ke dalam positive-engagement yang mana diperoleh presentase sebesar 13,79% dalam kategori tinggi, 65,52% dalam kategori sedang, dan 20,69% dalam kategori rendah (non-engagement), (3) terdapat hubungan korelasional positif antara keterlibatan peserta didik dengan kemampuan pemecahan masalah dengan koefisien korelasi 0,719 dimana dimensi keterlibatan perilaku memberikan konstribusi tertinggi terhadap kemampuan pemecahan masalah dibandingkan dimensi keterlibatan peserta didik lainnya dengan koefisien determinasi sebesar 36,9%, sementara keterlibatan emosional memberikan konstribusi terendah sebesar 16,2%. Kata kunci : kemampuan pemecahan masalah, keterlibatan peserta didik (student engagement), problem based learning (PBL), dan triple jump assessment (TJA) ABSTRACT Problem solving skills is one of the skills needed in dealing real-world problems and facing challenges of the 21st century. In science learning, problem solving skills is trained through scientific activities that engage students in problem solving activities. The purpose of this study are (1) to describe improving of problem solving skills, (2) describe students engagement, and (3) seeing relationships between students engagement learning process with problem solving skills in application of Problem Based Learning (PBL) with Triple Jump Assessment (TJA). The method used in this study was descriptive method. Sample of this study consisted of 29 first grade students in one middle school in Bandung. The research instruments consisted of tests of problem solving skills, observation sheets, and student engagement questionnaire. Results of this research are (1) there is an increase in problem solving skills after with N-gain score of 0.818 in high categories, (2) student engagement in learning can be classified into positive engagement which is obtained as 13.79% in the high category and 65.52% in the medium category, while 20.69% in the low category (non-engagement), (3) the relationship between student engagement and problem solving skills shows a positive relationship with a correlation coefficient of 0.719 where the dimensions of behavioral engagement give the highest contribution with determination coefficients of 36.9% and emotional engagement give the lowest contribution with determination coefficients of 16.2%. Keywords : problem solving skills, student engagement, problem based learning (PBL), dan triple jump assessment (TJA

Driving high inclination to complete massive open online courses (MOOCs): motivation and engagement factors for learners

Today, online learning is prospering from the widely available and easily accessible connection to the Web. Massive open online course (MOOC) platforms such as Coursera, edX, and Udemy have made available several thousands of short courses at several difficulty levels in a wide variety of disciplines, ranging from business, computer science to literature, for learners to select from. Learners who are looking to earn credentials for career advancement or personal interest would find MOOCs attractive not only because of the time and place flexibility these courses offer, but also because of the free enrollment or the very small certificate fee upon completion, as well as the emergent recognition these courses are receiving for their high quality learning delivery from leading educational institutions. Learners who enroll in a MOOC would typically need to participate in various learning activities and complete a few assessment tasks to complete the course. However, it has been commonly reported that the completion rates of MOOCs are low. Based on the common notion that when learners are more motivated to learn, they are likely to better engage in learning and have a higher likelihood to complete a MOOC, this study adopted the Motivation and Engagement Scale (MES) by Martin (2007, 2009) to collect responses from university students to examine whether positive motivation resulted in positive engagement; whether negative motivation resulted in negative engagement; and how positive or negative engagement swayed learners’ inclination to complete a MOOC if they were to enroll in one. Findings show that there was a statistically significant positive relationship between positive motivation and positive engagement, between negative motivation and negative engagement, and between positive engagement and inclination to complete a MOOC. However, the relationship between negative engagement and inclination to complete a MOOC was statistically not significant. Findings of this study can be useful to MOOC providers and learners in their effort to develop strategies to increase completion rates of MOOCs

Correlating the effects of flow and telepresence in virtual worlds: Enhancing our understanding of user behavior in game-based learning

Recent research on online learning suggests that virtual worlds are becoming an important environment to observe the experience of flow. From these simulated spaces, researchers may gather a deeper understanding of cognition in the context of game-based learning. Csikszentmihalyi (1997) describes flow as a feeling of increased psychological immersion and energized focus, with outcomes that evoke disregard for external pressures and the loss of time consciousness, issuing in a sense of pleasure. Past studies suggest that flow is encountered in an array of activities and places, including those in virtual worlds. The authors’ posit that flow in virtual worlds, such as Second Life (SL), can be positively associated with degrees of the cognitive phenomenon of immersion and telepresence. Flow may also contribute to a better attitude and behavior during virtual game-based learning. This study tested three hypotheses related to flow and telepresence, using SL. Findings suggest that both flow and telepresence are experienced in SL and that there is a significant correlation between them. These findings shed light on the complex interrelationships and interactions that lead to flow experience in virtual gameplay and learning, while engendering hope that learners, who experience flow, may acquire an improved attitude of learning online

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

A comparative study of the effect of collaborative problem solving in a massively multiplayer online game (MMOG) on individual achievement

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