The Influence of Online Game on the Learners’ Arabic Vocabulary Achievement

Online game is suggested as a medium that can encourage learners' acquisition of Arabic vocabulary. This research aimed to find out the learners’ vocabulary achievement before applying online game to the learners and to describe the usage of online game in improving learners’ vocabulary achievement effectively. This research used Classroom Action Research. There were 30 learners involved. Teaching processes consisted of two-cycle. Interviews, observation, tests, and documentation were the instruments of this research. The results of the tests were analyzed by using SPSS 20; the results of the interview and observation were analyzed qualitatively. The author found that online game improves learners’ vocabulary. The average score in cycle I was better than the average score in cycle II. The Pretest results in cycle I showed the greatest score obtained by the learners was 76. While in the Post test of the cycle I, the greatest score obtained by the learner was 90. Whereas in cycle II, the greatest score obtained by the learners was 100. Based on the observation, the learners were more excited on studying and focus on finishing their task; the learners could understand well the subject was given, and the learners were more enthusiastic in memorizing vocabulary. The author had successfully provided a new experience for learners who always learn conventionally by involving into the appealing and interactive online game-based learning atmosphere. The author hoped this research could be guidance for the effectuality of the next Arabic language learning through the online game in the class

Applying self-processing biases in education:improving learning through ownership

Accepting ownership of an item is an effective way of associating it with self, evoking self-processing biases that enhance memory. This memory advantage occurs even in ownership games, where items are arbitrarily divided between participants to temporarily ‘own’. The current study tested the educational applications of ownership games across two experiments. In Experiment 1, 7 to 9-year-old children were asked to choose three novel, labelled shapes from an array of nine. The experimenter chose three shapes and three remained ‘un-owned’. A subsequent free-recall test showed that children reliably learned more self-owned than other-owned or un-owned shapes. Experiment 2 replicated this finding for shapes that were assigned to owners rather than chosen, and showed that ownership enhanced memory more effectively than a control game with no ownership manipulation. Together, these experiments show that ownership games can evoke self-processing biases in children’s memory, enhancing learning. Implications for education strategies are discussed

The effects of inquiry-based experiment-integrated science games among secondary school students

This study aimed to investigate how inquiry-based experiment-integrated science games affect the achievement and scientific process skills of 5th grade students. The topics of “Light and Sound” and “Electricity in Our Lives” were selected for the experiment. Two groups totaling 41 students participated. The research method consisted of a quasi-experimental design utilizing an experimental and control group. While 21 students in the experimental group played inquiry-based experiment-integrated science games developed by the researchers, no educational game was included in the lessons of the control group of 20 students. “Light and Sound Achievement Test”, “Electricity Achievement Test” and “Science Process Assessment” were applied to both groups in the form of a pre- and post-test. To analyze the data, independent t-test was used. Students in the experimental group were more successful than the control group in their scores for both achievement and scientific process skills. It can be inferred from the results that students develop better achievement and scientific process skills by playing science games. It is recommended that such games should be integrated into the science classroom

Research on ICT in K-12 schools e A review of experimental and survey-based studies in computers & education 2011 to 2015

International audienceWhat is the role of a journal? Is it to follow the research or lead it? For the former, it is to serve as an archival record of the scholarship in a field. It can serve to permit the research community to engage with each other via the written record. But, for the latter, it can serve the research community by pointing out gaps in the research based on the archival record. This review is intended to do just that

Examining an Online Microbiology Game as an Effective Tool for Teaching the Scientific Process

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game's ability to shift attitudes toward science. Middle school classes from grades six to eight were assigned to the experimental group (n = 489) or control group (n = 367) and asked to participate in a three-session intervention. The sessions involved completing a pretest, a game play session, and taking a post-test. Students in the experimental group played Disease Defenders while students in the control group played an alternative science game. Results showed a significant increase in mean science knowledge scores for all grades in the experimental group, with sixth grade and seventh grade students gaining more knowledge than eighth grade students. Additionally, results showed a significant positive change in science attitudes only among sixth graders, who also rated their satisfaction with the game more favorably than students in higher grades. No differences in mean test scores were found between genders for science knowledge or science attitudes, suggesting that the game is equally effective for males and females

Playing in school or at home?

The goal of this study is to gain insight into the effects of context on educational game experience. Using a quasi-experimental setup, it compares the playing and learning experiences of adolescent players of the awareness-raising game PING in a domestic (N=135) and a school (N=121) context. Results indicate that both gaming (identification, enjoyment) and learning experiences are more intense in a home compared to a school context. However, all of the variance in gaming and part of that in learning experience are caused by longer playing times and better computer equipment. Moreover, the overall impact of context on perceived learning is significantly smaller than that of other experiential factors such as identification and enjoyment. Thus context should be considered as a significant yet relatively small determinant of learning experience

Can Multimedia Tools Promote Big Data Learning and Knowledge in a Diverse Undergraduate Student Population?

Background and Purpose: Multimedia tools are an integral part of teaching and learning in today’s technology-driven world. The present study explored the role of a newly-developed video introducing the emerging field of big data to a diverse undergraduate student population. Particularly, we investigated whether introduction of a multimedia tool would influence students’ self-perceived knowledge related to various big data concepts and future interest in pursuing the field, and what factors influence these. Methods: Students (n = 331) completed a survey on-line after viewing the video, consisting of Likerttype and quantitative questions about students’ learning experience, future interest in big data, and background. The dataset was analyzed via ANOVA and multiple linear regression methods. Results: Gender, major, and intended degree were significantly associated with students’ learning experience and future interest in big data. Moreover, students who had no prior exposure to big data reported a better learning experience, although they also reported less likelihood to pursue it in the future. Conclusion: Multimedia tools may serve as an effective learning tool in introducing and creating interest in a diverse group of students related to introductory big data science concepts. Both similarities and differences were observed regarding such behaviors among different student sub-groups