The effect of digital game-based learning on student learning: A literature review

Digital game-based learning can be used by educators to support students in developing skills. This review examined the effect of digital game-based learning on student learning at the K-12 level. Sixteen peer-reviewed research studies, two meta-analysis studies, and two literature reviews published between 2011-2019 were selected for analysis. The reviewed research indicated that when digital game-based learning is used that includes key game design elements (collaboration, choice, feedback) as well as instructional design, there typically is a positive impact on student engagement. Research also indicated that digital game-based learning along with collaboration can have a significant effect on student motivation, however, the addition of instructions and feedback were not found to have a significant effect. Individual studies on digital game-based learning showed a significant positive impact on student achievement, while one of two meta-analysis studies found that there was a small effect size for digital game-based learning on student achievement in mathematics. Further studies should be conducted on digital game-based learning at the K-12 level over an extended period of time with the addition of game design elements and instructional design. More studies where empirical/statistical data is collected, and involving content area experts in research was recommended

Fostering of Mathematical Critical Thinking Ability Using ARCS Model and Students’ Motivation

Mathematical critical thinking skills in mathematics learning is an ability that needs to be mastered by every student in order to support students in the learning process. The purpose of this study was to analyzing the influence and interaction of the ARCS model and learning motivation on students' mathematical critical thinking skills. This research is a quasi-experimental design using cluster random sampling as a sampling technique. The data collection technique used an essay test to determine MCT and a questionnaire to see motivation. The data analysis technique used the normality test, homogeneity, and two-way ANOVA. The results have shown that there is an effect of the ARCS learning model on students' mathematical critical thinking ability, there is no influence of learning motivation on mathematical critical thinking skills, and there is no interaction between ARCS model learning and motivation towards mathematical critical thinking ability. Therefore, the ARCS model can be solution to fostering of mathematical critical thinking abilities.

Proceedings, MSVSCC 2011

Proceedings of the 5th Annual Modeling, Simulation & Visualization Student Capstone Conference held on April 14, 2011 at VMASC in Suffolk, Virginia. 186 pp

Instructional Message Design: Theory, Research, and Practice (Volume 2)

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, virtual reality and simulations are only a few of the multitude of applications. Special needs learners and designing for online, e-learning, and web conferencing are only some of many applied areas where effective message design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further!https://digitalcommons.odu.edu/distancelearning_books/1003/thumbnail.jp

Instructional Message Design: Theory, Research, and Practice (Volume 2)

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we will visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, virtual reality and simulations are only a few of the multitude of applications. Special needs learners and designing for online, e-learning, and web conferencing are only some of many applied areas where effective message design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further

Design practices business organizations employ to deliver virtual classroom training

The purpose of the literature review is to investigate what instructional design practices organizations employ to deliver virtual classroom training to their workforces. The review examines why companies are implementing virtual classrooms, positive and negative elements of implementing, instructional design strategies companies use to deliver effective virtual training and how learners perceive virtual classroom training compared to traditional face-to-face settings. Best practice with research shows that the most critical factors in successful virtual classroom training are engaging learners, using the software technology effectively, applying instruction design practices and accurately evaluating learner perception. By understanding the best practices, instructional designers can enhance the participants\u27 learning experience, demonstrate return on investment and improve efficiency and employee effectiveness

Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project

The main objective of this study was to motivate EFL (English Foreign Language) students in learning English vocabulary by using collaborative video Project. This study followed a case study methodology to describe how video project experience can engage students to learn English and provide them an opportunity to participate in tasks as well as enrich their vocabulary. Twenty-five EFL students in the Vocabulary Building Course (VBC) participated in this study. This study used three phases for evaluations: the pre-production phase, production phase and post production phase. Data were collected from classroom observations, the video Project process and document analyses. A summary of the findings related to the video theme and narrative analysis of students’ videos are presented in this paper. Data analysis showed that students responded differently to their video project assignments and produced different types of collaborative videos with the help of a camcorder and computer application. Then, a survey was conducted to collect feedback from participants to learn their opinions and attitudes regarding the use of collaborative video project, students’ learning and motivation. Participants in this study expressed positive attitudes and opinions toward their video-project experiences. This study demonstrates that video Project can be a great tool for promoting students’ motivation and participation in learning English, enriching their vocabulary and can be an effective and powerful tool to create fun, interactive, and collaborative learning environments

Pengembangan Model Pembelajaran IPA Berbasis Game Berorientasi Budaya Lokal Papua untuk Siswa Kelas IV Sekolah Dasar

Tujuan penelitian ini adalah untuk mengembangkan model pembelajaran IPA berbasis game berorientasi budaya lokal Papua untuk siswa kelas IV sekolah dasar yang layak dan efektif. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian R & D (Research and Development) yang mengkolaborasikan 3 model pengembangan yaitu langkah pertama model Borg & Gall, model Dick & Carey, dan model Lee & Owen. Hasil evaluasi formatif menunjukkan penilaian ahli materi pada aspek berorientasi pada tujuan, kejelasan pembelajaran (clarity of instruction), dan kelayakan (feasibility) masing-masing sebesar 4,17 dengan kesimpulan sangat baik; rata-rata penilaian ahli desain instruksional pada aspek berorientasi pada tujuan sebesar 4, kejelasan pembelajaran (clarity of instruction) sebesar 3,69, dan kelayakan (feasibility) sebesar 3,5, sehingga secara keseluruhan rata-rata penilaian ahli desain instruksional sebesar 3,73 dengan kategori sangat baik; selanjutnya rata-rata penilaian ahli media pada aspek tampilan (display) sebesar 4,33, kualitas (teks, suara, musik, gambar & animasi) sebesar 4,06, navigasi sebesar 4, kekuatan produk sebesar (robustness) 3,5, dan mekanisme user dengan sistem/produk (interface) sebesar 3,91, sehingga secara keseluruhan rata-rata penilaian ahli media sebesar 3,96 dengan kategori sangat baik; evaluasi one-to-one dengan peserta didik memperoleh rata-rata sebesar 3.05 dengan kesimpulan baik, evaluasi small group memperoleh rata- rata 3.43 dengan kesimpulan sangat baik, serta evaluasi field trial memperoleh nilai rata-rata 3.61 dengan kesimpulan sangat baik, sehingga disimpulkan bahwa model pembelajaran IPA berbasis game berorientasi budaya lokal Papua untuk siswa kelas IV sekolah dasar layak untuk digunakan. Uji efektivitas pengembangan model pembelajaran IPA berbasis game berorientasi budaya lokal Papua untuk siswa kelas IV sekolah dasar dilakukan melalui Uji-t. Hasilnya menunjukkan bahwa nilai t-hitung 0,000 < t-tabel 1,761. Dengan demikian H0 ditolak dan Ha diterima, yang berarti hasil belajar IPA pada data posttest lebih tinggi daripada hasil pretest. Nilai rata-rata pretest sebesar 45,66 dan posttest sebesar 78,66, menunjukkan bahwa terjadi peningkatan rata-rata hasil belajar IPA siswa kelas IV sekolah dasar sebesar 33. Dengan demikian dapat disimpulkan bahwa model pembelajaran IPA berbasis game berorientasi budaya lokal Papua efektif untuk meningkatkan hasil belajar IPA siswa kelas IV sekolah dasar pada kompetensi dasar 3.7. The purpose of this study was to develop a game-based science learning model oriented towards local Papuan culture for fourth grade elementary school students that was appropriate and effective. This study uses a qualitative approach with the R & D (Research and Development) research method which collaborates 3 development models namely the first step of the Borg & Gall model, the Dick & Carey model, and the Lee & Owen model. The results of the formative evaluation show that the material expert's assessment of the goaloriented aspect, clarity of instruction, and feasibility each is 4.17 with a very good conclusion; the average assessment of instructional design experts on goaloriented aspects is 4, the clarity of instruction is 3.69, and the feasibility is 3.5, so that overall the average assessment of instructional design experts is 3, 73 with very good category; then the average rating of media experts on the aspect of display (display) is 4.33, quality (text, sound, music, images & animation) is 4.06, navigation is 4, product strength is 3.5, and the user mechanism with the system/product (interface) is 3.91, so that overall the media expert's average rating is 3.96 in the very good category; one-to-one evaluation with students obtaining an average of 3.05 with good conclusions, small group evaluations obtaining an average of 3.43 with very good conclusions, and field trial evaluations obtaining an average value of 3.61 with very good conclusions, so it is concluded that game-based science learning model oriented to local Papuan culture for fourth grade elementary school students is feasible to use. Testing the effectiveness of developing a Papuan local culture-oriented game-based science learning model for fourth grade elementary school students was carried out through a t-test. The results show that the t-count value is 0.000 < t-table 1.761. Thus H0 is rejected and Ha is accepted, which means that the science learning outcomes in the posttest data are higher than the pretest results. The average value of the pretest was 45.66 and the posttest was 78.66, indicating that there was an increase in the average science learning outcomes of grade IV elementary school students by 33. Thus it can be concluded that the Papuan local cultureoriented game-based science learning model is effective for improve science learning outcomes of grade IV elementary school students in basic competence 3.7