Meta-Analysis For Comparing Effect Between Game-Based Learning Versus Gamification Utilized In Nutrition Education

The prevalence of obesity tripled from 1975 to 2016 and was declared as a global epidemic by the World Health Organization (WHO) in 1997 (Haththotuwa et al., 2020; Controlling the global obesity epidemic, 2022). Nutrition education that involves knowledge and behavioral change is one major component addressing the problem ( Controlling the global obesity epidemic, 2022). Therefore, the effectiveness of each learning session is essential (Sharifirad et al., 2013). Thus, many nutrition educators have used gamified nutrition education to improve teaching effectiveness to increase healthy behavior or knowledge (Chow et al., 2020.; Munguba et al., 2008; Azevedo et al., 2019). Two approaches were often used for gamified learning: gamification and GBL (GBL; Browne et al., 2014; Johnson et al., 2016; Chow et al., 2020). Gamification applies a game mechanism to non-game content, while GBL or serious gaming involves a game that was built to achieve educational goals (De Freitas, 2006; Johnson et al., 2016). Despite many positive outcomes promoted by gamified education as a whole (Chow et al., 2020; Hamari et al., 2014), there is disagreement among researchers and professionals regarding how games affect education. This study aims to identify and analyze research literature on the effects of active game, gamification and GBL applied to nutrition knowledge and behavior. The researcher performed a network meta-analysis with three sub-constructs. First, searching journal articles that addressed nutrition education implied an intervention consolidated educational strategies into food choice knowledge, fruit and vegetable consumption, and physical activity to a non-medical background population. Then, the studies were compared on the average effect of treatment indirectly through the control group. Results indicated there were plenty of studies that investigated the effect of gamification or GBL to nutrition education. Out of three focused outcomes: food choice knowledge, fruit and vegetable consumption, and physical activity, only studies focusing on physical activity were able to produce measurable differences by comparing hours per week spent performing physical activity. Comparison of the treatment result showed that gamification had the greatest improvement in facilitating physical activity, but it was non-significant. This suggests that utilizing gamification across the globe would be the more successful intervention strategy, but would require improved heterogeneity of measurements for food knowledge and fruit and vegetable consumption in order to achieve consistent measurable results for comparison

Eksplorasi Persepsi Siswa Sekolah Dasar dalam Pembelajaran Huruf Hijaiyah Berbasis Permainan

Abstrak: Pada era digital seperti ini, anak-anak lebih tertarik bermain game pada smartphone mereka sampai muncul fenomena kecanduan game, daripada harus membaca Iqro apalagi Al-Quran. Peneliti bertujuan untuk mengetahui persepsi penggunaan mobile game base learning dalam pembelajaran huruf hijaiyah. Dalam penelitian ini menggunakan metode kuantitatif dengan pendekatan deskriptif. Teknik yang digunakan dalam pengumpulan data menggunakan teknik survei melalui penyebaran kuesioner. Kuesioner yang dikembangkan menggunakan TAM (Technology Acceptance Model). Berdasarkan hasil yang diperoleh, kegunaan dan kemudahan mobile game based learning hijaiyah dipercaya dapat meningkatkan kemampuan membaca huruf hijaiyah dan dapat diterima responden. Responden berniat menggunakan kembali mobile game based learning dimasa mendatang. Penelitian ini dapat menjadi rujukan atau kontribusi tentang TAM (Technology Acceptance Model) dalam penggunaan mobile game based learning hijaiyah.Abstract: In this digital era, children are more interested in playing games on their smartphones until the phenomenon of game addiction arises, rather than having to read Iqro let alone the Qur’an. Researchers aimed to determine the perception of the use of mobile game base learning in learning hijaiyah letters. In this study using a quantitative method with a descriptive approach. The technique used in data collection uses survey techniques through questionnaires. The questionnaire was developed using TAM (Technology Acceptance Model). Based on the results obtained, the usefulness and ease of mobile game-based learning hijaiyah is believed to improve the ability to read hijaiyah letters and be acceptable to respondents. Respondents intend to reuse mobile game based learning in the future. This research can be a reference or contribution about TAM (Technology Acceptance Model) on using mobile game based learning hijaiyah

Teaching conditionals using new technologies and game-based learning

Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2020/2021Despite the emergence of new teaching methodologies, English is still taught in a traditional way in most high schools (Al-Mekhlafi and Nagaratnam, 2011). Moreover, the importance of using new technologies in the classroom has increased significantly since the last decades although most educative institutions still are reluctant to introducing them (Naqvi, 2018). Taking into account these assumptions and the situation observed during the internship, this present paper seeks to test the feasibility of GBL, combining digital and non-digital games. To do so, it has been devised a four-session didactic unit DU to learn the first and second conditionals in a class of 4th ESO with 25 students. Students’ improvement has been measured with a pre-test and a post-test while their experience has been reported through a satisfaction questionnaire. Results reveal that most students have acquired the structure of the first conditional, but few benefits have been noticed regarding the second conditional performance. Nevertheless, students are also able to discern between the two types of conditionals. On the other hand, the satisfaction survey indicates that their experience has been enriching. Finally, we conclude the project by providing some limitations and directions for further research

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

In this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs. 2013 Elsevier Ltd. All rights reserved.This work was funded by the Spanish APRENDRA project (TIN2009-14319-C02).Furió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. https://doi.org/10.1016/j.compedu.2012.12.001S1236

Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance

Board Games: A Perfect Match for Reading Comprehension

Analog board games greatly benefit students’ development and overall well-being. Board games offer opportunities for early learning, help boost language skills, sharpen students’ ability to focus, teach the value of teamwork, and soothe anxiety. Integrating board games with literacy skills allows students to assimilate information and develop into lifelong learners. Without solid literacy skills, the future is bleak for most students. To compound the problem, a trend today is to replace traditional board games as an educational tool with digital alternatives. This trend has seen a downward correlation with students having significant reading deficiencies in their reading comprehension in grades three through five. This thesis will examine how utilizing analog board games in elementary classrooms can improve reading comprehension skills in students. To better understand how analog board games an effective as an instructional tool in the classroom, research will be conducted through a series of research questions: 1. How has the increased use of technology in the classroom affected students’ learning outcomes? 2. What is the difference between an analogy and a digital board game? 3. What are the environmental aspects that aid in employing analog board games in the learning process of the classroom? 4. What effects do board games have on the learning process in the classroom? 5. What are the opposing concerns about using analog board games in the classroom? After completing this research, a literate review was conducted in addition to visual and content analyses. A graphical solution will be created as an analog board game to aid in developing reading comprehension skills in elementary school students, grades three through five. The creation of the deliverable will provide the stakeholders at all levels, individual, institutional, and societal, with a concrete example of a reading comprehension game that can aid in developing literacy skills in students

Pregled literature o empirijskim istraživanjima o utjecaju digitalnih igara na stilove učenja i višestruke inteligencije

The paper presents a review of literature resources that studied the effects of digital games on students\u27 learning and intelligence. The research included 5,740 scientific papers from 11 electronic repositories that presented various evidence of multidimensional impact of digital games on students. Categorization and application of multiple qualitative criteria identified 36 representative papers that presented empirical evidence. Various indicators and benchmarks used in papers were analysed, taking into account the methodological limitations. The results confirm the complex relations between digital games andlearning styles and multiple intelligences on which the recommendations and questions for future research are created.U radu se daje pregled literature koja prikazuje rezultate istraživanja o utjecaju digitalnih igara na učenje i inteligencije učenika. Istraživanje je obuhvatilo 5740 znanstvenih radova iz 11 elektroničkih repozitorija, a koji su pružili raznolike dokaze o višedimenzionalnom utjecaju digitalnih igara na učenike. Kategorizacijom i primjenom višestrukih kvalitativnih kriterija pronađeno je 36 odgovarajućih radova koji su sadržavali empirijske dokaze. U radovima su analizirani raznovrsni indikatori i referentne točke, uzimajući u obzir metodološka ograničenja. Rezultati potvrđuju kompleksne veze između digitalnih igara i stilova učenja, kao i višestrukih inteligencija, na temelju kojih se stvaraju preporuke i pitanja za buduća istraživanja

School-Based Interventions for Promoting Physical Activity Using Games and Gamification: A Systematic Review Protocol

Games and/or gamification seem to be a promising area for educational and health research. These strategies are being increasingly used for improving health indicators, even in educational settings; however, there is little information about these terms within the school to promote physical activity (PA). Objective: the aim of this study is to describe a systematic review protocol of school-based interventions for promoting PA in pre-schoolers, children, and adolescent students using games and gamification. Methods: This review protocol is registered in International prospective register of systematic reviews (PROSPERO) (CRD42019123521). Scientific databases include PubMed, Web of Science, SportDiscus, Cochrane Library, ERIC, and PsycINFO. A standardized procedure will be executed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol (PRISMA-P) checklist for conducting systematic review protocols and the PICOS (Population, Interventions, Comparators, Outcomes, and Study design) tool to address an appropriate search strategy. Detailed information will be extracted, including a quantitative assessment using effect sizes to compare the interventions and a qualitative assessment using the Evaluation of Public Health Practice Projects (EPHPP) tool. Conclusion: This systematic review protocol contributes to establishing future systematic reviews using games and gamification strategies in school settings in order to examine their effect on PA outcomes among youth. Additionally, an update and clarification on the different terms in the school context have been included.Spanish Ministry of Economy, Industry and CompetitivenessEuropean Regional Development Fund (MINECO/FEDER, UE) DEP2016-75598-RUniversity of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES)Junta de AndaluciaEuropean Union (EU) SOMM17/6107/UG