Enhancing Critical Thinking Skills in Biology Subject with the Legendary Model of Cooperative Learning

This study aims to determine students' critical thinking skills by implementing jigsaw cooperative learning compared to conventional learning in the concept of environmental pollution in Aceh Senior High School, Indonesia. The method used was an experimental method with a pre-test-posttest control design. It used two classes, class X-1 as the experimental class with 20 students and X-2 as the control class with 20 students. The instrument used was a test of Critical Thinking Skills on the concept of environmental pollution. The data of student test results were processed using the independent sample t-test with SPSS version 18.0 at a significant level of 0.05. The analysis results show differences in students thinking abilities, indicated by tcount > ttable, which is 6.633> 2.68 for students critical thinking. There were differences in students' critical-thinking skills between those using the jigsaw cooperative model and students using conventional learning in learning the concept of environmental pollution at the senior high school in Aceh Province, Indonesia.Penelitian ini bertujuan untuk mengetahui kemampuan berpikir kritis siswa setelah menerapkan pembelajaran kooperatif tipe jigsaw dibandingkan dengan pembelajaran konvensional pada konsep pencemaran lingkungan di SMA Aceh, Indonesia. Metode yang digunakan adalah metode eksperimen dengan pre-test-posttest control design. Penelitian ini menggunakan dua kelas, yaitu kelas X-1 sebagai kelas eksperimen dengan jumlah siswa 20 orang dan kelas X-2 sebagai kelas kontrol dengan jumlah siswa 20 orang. Instrumen yang digunakan adalah tes Keterampilan Berpikir Kritis pada konsep pencemaran lingkungan. Data hasil tes siswa diolah menggunakan independent sample t-test dengan bantuan SPSS versi 18.0 pada taraf signifikansi 0,05. Hasil analisis menunjukkan adanya perbedaan kemampuan berpikir siswa yang ditunjukkan dengan thitung > ttabel, yaitu 6,633 > 2,68 untuk berpikir kritis siswa. Terdapat perbedaan kemampuan berpikir kritis siswa yang menggunakan model kooperatif tipe jigsaw dengan siswa yang menggunakan pembelajaran konvensional dalam pembelajaran konsep pencemaran lingkungan di SMA Negeri di Provinsi Aceh, Indonesia

Achievement Emotions and Peer Acceptance Get Together in Game Design at School

This paper presents a game design experience in primary schools, with children creating game design ideas and prototypes. Children were organized in cooperative groups. Game design tasks were organized following gamification principles, with ad-hoc gamified material. Cooperative learning and gamification served to elicit emotions and social inclusion. This paper measures them as follows. It operationalizes social inclusion with peer acceptance in three different social contexts, measured before and after the game design activity. It tracks achievement emotions experienced during game design at school. Then the paper examines the relationships between achievement emotions and peer acceptance. In this manner, it tackles an open problem in the literature concerning the links between emotions and social well-being in a game design experience. Path analyses indicate that, respectively for received choices and mutual friendships, positive emotions played a significant role in improving children's social relations, and negative emotions were associated with a significant deterioration of social relations, but only for the extra-school leisure context. The paper concludes assessing the study limits and results in relation to game design with and for children

Participatory Design of a Gamification Enhanced Divergent Thinking Application: A Case Study in Mae Hong Son Province, Thailand

The purpose of this research is to apply participatory design approach to develop a gamification application prototype that enhanced divergent thinking skills of university students.  The participants of this research consisted of 47 students (users) from Information and Communication Technology programme, and elementary education programme; and two lecturers that were the experts of this research.  There were three major phases of the participatory design, which are preliminary requirements acquisition from focus groups, prototype development from population survey, and final prototype refinement with students and experts.  The result of this research showed that participatory design helped software designing to match both features and user interfaces with user preferences in a timely manner

Gamification and Breakout Edu in Professional Training. «Grey Place» program in Social Integration

La gamificación educativa es el uso de dinámicas y mecánicas propias de los juegos al ámbito educativo, con el objetivo de aumentar la motivación escolar del alumnado. Desde la presente aportación se presenta el diseño e implementación de una unidad de trabajo gamificada en Formación Profesional durante el curso 2018/2019 para la asignatura de Apoyo a la Intervención Educativa del Ciclo Formativo de Grado Superior en Integración Social. Se plantea un proceso de enseñanza-aprendizaje cooperativo a través de un proyecto gamificado centrado en la identificación y creación de recursos educativos para alumnado con diversidad funcional. Se concluye que el uso de estrategias gamificadas pueden ser motivadoras para el alumnado y beneficiosas para su aprendizaje.Educational gamification is the use of dynamics and mechanics propers of the games to educational sphere, with the aim to increase the scholastic motivation of students. From the present contribution, is presented the design and implementation of a work-gamificated unit in Vocational Training during the academic year 2018/2019 for the "Supporting to educational intervention" subject of Higher-Level Training Cycle on Social Integration. It states a cooperative teaching - learning process through of a gamification project focuses in identification and creation of educational resources for student body with functional diversity. It is concluded that use of gamification strategies may be motivating for student body and beneficial for their learning

Universal Game Design for Learning: an innovative methodology to integrate into school and university curricula

Novel educational technologies and methodologies that create enthusiasm among students and promote learner engagement are becoming instructional priorities across all disciplines of STEM (Science, Technology, Engineering, and Mathematics). For example, Game-Based Learning has established itself as a methodology that addresses students engagement at different levels (student-centered learning, constructivist approach, shared social experience, systems thinking and so on). In this paper we show a generalized Game Design Methodology (GDM), which consists of four phases and includes the basic principles of the Universal Design for Learning (UDL) framework. Each phase of the proposed Universal Game-Design for Learning (UGDL) method is designed to allow students and teaching staff to develop the game and assess its progress throughout the entire process.Le nuove tecnologie e metodologie didattiche che creano entusiasmo negli studenti e promuovono il loro impegno stanno diventando priorità didattiche nell’insegnamento di tutte le discipline STEM (Science, Technology, Engineering, and Mathematics). A questo proposito, l’apprendimento basato sui giochi si è recentemente affermato come una metodologia che stimola il coinvolgimento degli studenti a diversi livelli (apprendimento centrato sullo studente, approccio costruttivista, esperienza sociale condivisa, pensiero sistemico e così via). In questo articolo, discutiamo una generalizzazione della metodologia di progettazione dei giochi (GDM), composta da quattro fasi, attraverso l’inclusione dei principi di base dell’Universal Design for Learning (UDL). Ogni fase del metodo risultante e qui definito Universal Game-Design for Learning (UGDL) è progettata per consentire a studenti e docenti di sviluppare il gioco e valutarne i progressi durante l'intero processo

A review of research with co-design methods in health education

Studies using co-design methods require the meaningful involvement of stakeholders in creating new knowledge and harnessing, mobilising, and transferring existing knowledge to support comprehensive and long-term solutions. In the health sector, co-design methodology is seen as a way of supporting and engaging local communities in critical decision-making about their health. However, little is known about which specific co-design methods have been adopted, used, and implemented within health education contexts. To address this gap, this paper presents a literature review of co-design methods used to design and implement health education interventions. This rapid evidence assessment (REA) was carried out by identifying 53 papers categorised into four themes: methods, stages, stakeholders, and outcomes. We examined specific co-design methods used in health education stages to support the involvement of stakeholders, second, we reviewed the outcomes of the application of these methods. Based on the review findings, the paper reflects two areas: first, the review shows that there are a wide number of co-design methods being used to support stakeholder collaboration to design health care services as products and processes. Second, there is no clear way co-design methods are evaluated for their outcomes. This review of literature contributes an evidence base to support the future development and use of co-design in health contexts by organising relevant literature into coherent themes in ways that can inform future research

A review of research with co-design methods in health education

Studies using co-design methods require the meaningful involvement of stakeholders in creating new knowledge and harnessing, mobilising, and transferring existing knowledge to support comprehensive and long-term solutions. In the health sector, co-design methodology is seen as a way of supporting and engaging local communities in critical decision-making about their health. However, little is known about which specific co-design methods have been adopted, used, and implemented within health education contexts. To address this gap, this paper presents a literature review of co-design methods used to design and implement health education interventions. This rapid evidence assessment (REA) was carried out by identifying 53 papers categorised into four themes: methods, stages, stakeholders, and outcomes. We examined specific co-design methods used in health education stages to support the involvement of stakeholders, second, we reviewed the outcomes of the application of these methods. Based on the review findings, the paper reflects two areas: first, the review shows that there are a wide number of co-design methods being used to support stakeholder collaboration to design health care services as products and processes. Second, there is no clear way co-design methods are evaluated for their outcomes. This review of literature contributes an evidence base to support the future development and use of co-design in health contexts by organising relevant literature into coherent themes in ways that can inform future research

Co-designing in the real world: managing a multiple stakeholder design process with an NGO

Many ICT4D research projects work in collaboration with NGOs in order to meet their development objectives and to increase their interventions’ effectiveness. Herein, aspects of co-design are often applied, where the intention is to include all stakeholders as equal participants in the design process. However, collaborating with NGOs and with users who have reduced access to technology can be challenging. As a result, the ideals of co-design are not easily achieved, due to the vastly differing backgrounds of stakeholders in ICT4D projects. In this thesis, an explicit approach for managing the varying interactions between stakeholders is proposed and described through a case study. The approach was derived from ethnographic action research and participatory design methodologies, led by practical consideration from real-world constraints. The approach is structured around an interactive design process that includes the stakeholder groups in unique ways at each phase of the design process, in order to maximise the contributions in a way that respects their backgrounds and areas of expertise. The proposed approach was evaluated through its implementation in the design of a mobile recordkeeping application, in collaboration with an NGO in Cape Town, South Africa. The NGO comprises of two stakeholder groups: the staff and the micro-entrepreneurs who they empower. The NGO’s focus is to provide training and support over a two-year process to women from low-income communities, by teaching them how to manage their own businesses to become socially and financially independent. The objective of this case study was to design a mobile application that aligned with the recordkeeping curriculum of the NGO and meet the specific requirements and constraints of the target users. Through the implementation of the design approach, the students and staff were able to provide useful and complementary contributions towards the design of the system. A one-month field study of the application with a group of 21 student participants revealed that the system was a suitable solution and appropriately met the needs of the NGO and the end-users. The final evaluation of the stakeholders’ reflections on the design process revealed that it was an appropriate design process to have followed. The results further identified that care must be taken to clarify expectations at each stage of the design process, especially when external factors change, and to frequently communicate with all stakeholders involved. The design approach proposed and employed during this research project, and the unique way that it allowed the stakeholders to contribute, will benefit future ICT4D research projects that are faced with stakeholder groups that vary significantly, where traditional equal participation is not possible