Alternatif Pembelajaran Aktif di Era Pandemi melalui Metode Pembelajaran Game Based Learning

Abstrak: Artikel ini mempunyai tujuan untuk melihat bagaimana pemanfaatan teknologi digital melalui metode pembelajaran berbasis game secara efektif di era pandemi COVID-19 dengan menggunakan pembelajaran yang menarik agar siswa yang melakukan pembelajaran tetap aktif. Jenis penelitian ini adalah penelitian literatur review dengan menggunakan studi Pustaka yang memanfaatkan literatur sebagai objek primer dalam penelitian. Dengan memanfaatkan teknologi dalam pembelajaran dengan menggunakan metode pembelajaran Game Based Learning dapat memberikan pembelajaran yang lebih aktif, menarik, efektif dan efisien selama pandemi COVID-19.Abstract: This article aims to see how the use of digital technology through game-based learning methods is effective in the COVID-19 pandemic era by using interesting learning so that students who are learning remain active. This type of research is literature review research using literature study that utilizes literature as the primary object in research. By utilizing technology in learning using game-based learning methods, it can provide more active, interesting, effective and efficient learning during the COVID-19 pandemic

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

A SYSTEMATIC REVIEW OF ELEMENTS IN GAME-BASED ARABIC LANGUAGE LEARNING FRAMEWORK FOR DYSLEXIC CHILDREN

Game-Based Language Learning (GBLL) has been proven an effective approach tool to improve learning and has become a widely used teaching aid to maintain engagement and motivation in learners. The purpose of this systematic literature review is to identify the framework elements of Game-Based Arabic Language Learning (GBALL) for Dyslexic Children. Although previous research has addressed various guidelines and frameworks for educational tools in Arabic language learning, however, only few studies focus on dyslexic children. The methodology used in this paper is Systematic Literature Review (SLR) by Kitchenham (2004) and Kitchenham and Charters (2007). A selection of relevant research was performed to achieve the research objectives. The selected online open sources databases involved as are primary resources: Google Scholar, ResearchGate, UM Student Repository, Open Access Theses and Dissertation (OATD). Scientific publications and journals, conference proceedings, and technical papers are found in well-known online databases that include a complete citation and reference analysis. Based on a systematic review process, the researchers reported and discussed findings with possible future research directions. A total of 18 studies were selected, which revealed two themes: the multimedia elements of game-based language learning for dyslexic children and the Arabic language learning elements for dyslexic children. The results of this study can be applied as a guideline for educational tools for dyslexic children in Arabic language learning.   Keywords: framework design, elements, guidelines, game-based Arabic language learning for dyslexic children, game-based learning, dyslexia language learning   Cite as: Noor Azli, M. M., 2Ghazali, Z., Einannabella, N., Asrina Suriani, M. Y., Muhammad Sabri, S., & Sarifah Nurhanum, S. S. (2023). A systematic review of elements in game-based Arabic language learning framework for Dyslexic children. Journal of Nusantara Studies, 8(2), 332-351. http://dx.doi.org/10.24200/jonus.vol8iss2pp332-35

Systematic Review of Education Games in Science Learning: Teachers and Students of Basic Education

The lack of ability of students in learning science in elementary schools and the lack of ability of teachers in providing supportive teaching media according to the characteristics of students who have difficulty causing the learning process cannot achieve the desired results. Thus, it affects the learning process, low learning outcomes, and student’ cognitive abilities. Therefore, this study aims to determine the types of educational game-based teaching media in science learning in elementary schools and the effectiveness of using educational game-based teaching media used in science learning in elementary schools. The method used was a systematic literature review using PRISMA diagrams. The database used for the literature search employed three digital libraries, namely Scopus, Springer Link, and WOS (Web of Science). For the selected literature to be relevant, the searcher used the keyword "educational games." In addition, screening was committed to obtaining scientific article publications from 2016 to 2021, which discussed the use of educational game-based teaching media in science learning in elementary schools. The search results for scientific articles contained 36 articles to be analyzed and synthesized. The analysis technique used was a narrative method by grouping the extracted data. The results of this study showed that the types of educational game-based teaching media used in science learning were the mixing method, literature review, qualitative, and experimental method. The use of multi-representation-based teaching materials has been demonstrated to be effective in the science learning process in elementary schools.

Best practices for deploying digital games for personal empowerment and social inclusion

Digital games are being increasingly used in initiatives to promote personal empowerment and social inclusion (PESI) of disadvantaged groups through learning and participation. There is a lack of knowledge regarding best practices, however. The literature on game-based learning insufficiently addresses the process and context of game-based practice and the diversity of contexts and intermediaries involved in PESI work. This paper takes an important step in addressing this knowledge gap using literature review, case studies, and expert consultation. Based on our findings, we formulate a set of best practices for different stakeholders who wish to set up a project using digital games for PESI. The seven cases in point are projects that represent various application domains of empowerment and inclusion. Case studies were conducted using documentation and interviews, covering background and business case, game format/technology, user groups, usage context, and impact assessment. They provide insight into each case’s strengths and weaknesses, allowing a meta-analysis of the important features and challenges of using digital games for PESI. This analysis was extended and validated through discussion at two expert workshops. Our study shows that a substantial challenge lies in selecting or designing a digital game that strikes a balance between enjoyment, learning and usability for the given use context. The particular needs of the target group and those that help implement the digital game require a highly specific approach. Projects benefit from letting both intermediaries and target groups contribute to the game design and use context. Furthermore, there is a need for multi-dimensional support to facilitate the use and development of game-based practice. Integrating game use in the operation of formal and informal intermediary support organiszations increases the chances at reaching, teaching and empowering those at risk of exclusion. The teachers, caregivers and counsellors involved in the implementation of a game-based approach, in turn can be helped through documentation and training, in combination with structural support

Solutions to cognitive overload in game-based learning using learning experience design for K-12 education : a review of the literature

Learners especially in K-12 education often encounter learning difficulties in the context of game-based learning. One explanation accounting for such learning difficulties in game-based environments is that cognitive load is not properly managed and overload is imposed on learners’ working memory. Learning Experience Design (LX Design), as an ideal substitute compared to instructional design, has been growing to meet the requirements of game-based learning in the 21st century. Based on the development of game-based learning, various factors (e.g., content and functionality) should be weighed to facilitate an optimal learning experience. This report reviews the literature on the impact of cognitive (over)load on game-based learning based on Cognitive Load Theory (CLT). The report applies one specific User Experience Design (UX Design) model, Garrett’s Elements (Garrett, 2011) to explain how LX Design can provide solutions to learning difficulties caused by cognitive (over)load. The purpose of this report is to conduct a review of literature including empirical studies and theoretical articles from 2007 to present. The findings showed that meaningful learning experience designs for game-based learning, in which three types of cognitive load (i.e., intrinsic, extraneous and germane cognitive load) play an important role, should integrate game design with instructional design principles.Curriculum and Instructio

The Impact of Game-Based Learning in a Special Education Classroom

Every school has at least one student who has a learning disability or struggles with academics. Every school also has teachers with the ability to reach out to struggling students, using traditional and nontraditional approach to learning. Game-based learning is a nontraditional approach which introduces students to game-based learning instead of more traditional paper and pencil activities. Multiple researchers have found game-based learning raised test scores, allowed for hands on social skill lessons, and has helped generate a positive environment for students. A few researchers shared the negative impacts of game-based learning, including the lack of transferability of skills for students and the difficulties educators face creating games. The literature review studied the types of game-based learning, positives and negatives of game-based learning in the special education classroom, , and approaches needed to continue research and implementation of game-based learning in schools

PENERAPAN ELEMEN PERKEMBANGAN KOGNITIF, PSIKOMOTOR DAN SOSIO-EMOSI DALAM PERMAINAN DALAM MENCAPAI OBJEKTIF KURIKULUM STANDARD PRASEKOLAH KEBANGSAAN

Learning through game in pre-school learning has proven its effectiveness. It is an ideal learning approach to apply for pre-school children. Games is a very important tool teaching effectiveness. Game elements must be considered properly in every activity during the teaching and learning. However, the game elements mus tmeet the requirements of the National Pre-School Standard Curriculum. Based on literature review, developmental elements need to be emphasized in the learning of preschool children. The findings of this literature study emphasize the age and learning objectives that will be achieved through the teaching and learning process based on the elements of development. The implications of these findings will guide the elements that need to be applied in the game in conformity with the National Preschool Standard Curriculum

Educational Games in Higher Education

Technological innovations change the learning environments and transform the traditional methods. Educational computer game is one of the most popular emerging educational technologies. In this chapter, documentation method is used to analyze studies about educational games in higher education, in light of a deep literature review. A case study design based on the qualitative research paradigm is employed for organizing the literature review data around categories. An educational game is designed about learning computer hardware, named Computer Hardware Game (CHG). CHG is a game aiming convenience and permanence of learning with providing a close-up view of the computer hardware in three dimensions. The CHG was used in the computer hardware course of the Department of Computer Technologies at Suleyman Demirel University