THE EFFECT OF LEARNING STYLES AND GAMES ON SEVENTH GRADE STUDENTS’ VOCABULARY MASTERY AT MTSS. PP. AMIRUDDINIYAH ACADEMIC YEAR 2018/2019

The objectives of the study are (1) to investigate whether the students’ achievement in mastering vocabulary with high learning styles significantly is higher than low learning styles and (2) to determine whether there is any significant interaction between learning styles and games on students’ achievement in mastering vocabulary. The research method for this study was a quantitative method including an experimental group and a control group. Both groups were given pre-test and post-test. A vocabulary test was used as the research instrument. The determined subject of the research was 56 students in the seventh grade of MTs. PP. Amiruddiniyah, with 28 students decided as the experimental group and 28 others as a controlled group. The research data were taken by distributing a vocabulary test to the students as the research subjects. Then, the data analysis was conducted by comparing the pre-test result and post-test results. Based on the findings of the experimental class in pre-test and post-test, 38 was the lowest score of pre-test and 76 was the highest score. Other than that, 65 was the lowest score of the post-test and 90 was the highest score on that test. The average gained score that the teacher got was 19.57. This could be said that students’ average score who got treatment using high learning styles were higher than their average pre-test.Keyword: Experimental, Games, Learning Styles, Students, Vocabulary Mastery

Educational Games in Elementary Education: Unlocking the Potentials

The advent of technology has made big strides in the development of humans’ life in different spheres. The integration of technology in education has introduced other teaching methods that could improve and emulate the traditional way of teaching. The use of educational games is a by-product of integrating technology into teaching to enhance teaching methods and students’ performance. This study, hence, aims to evaluate the effect of using educational games in teaching mathematics to second-graders in a Palestinian school using a quasi-experimental approach. Thirty male and female second-graders from Al Aqsa Integrated School, Kuala Lumpur, were the targeted sample. The sample was divided into an experimental group and a control group. A selected educational game was used to explain mathematics lessons, namely addition within 99 or 999, to the experimental group. The same content was taught to the students in the control group using the traditional method. Findings showed that teaching mathematics via educational games was significantly effective in improving students’ achievement in the experimental group compared to the achievement of their counterparts taught via the traditional method. These findings provide evidence that educational games could substantially improve primary second-grade students’ skills in mathematics compared to the traditional teaching method

THE INFLUENCE OF LEARNING STYLE ON ACHIEVEMENT THROUGH MOTIVATION AS A MODERATOR VARIABLE

The aim of the research is to describe and analyse: (1) to know how the students’ motivation, learning style and achievement are. (2) To know how far (a) the influence of motivation on achievement, (b) the influence of learning style on achievement, and (c) the influence of learning style on motivation. And (3) to find out whether there is any significance influence of learning style on achievement through motivation as a moderator variable. This research used quantitative approach as the research design. This research used 113 students as samples, who are selected randomly from a population of 334 seventh grade student of UPTD SMPN 02 Ngadiluwih Kediri. Meanwhile, the instrument used to collect data is a questionnaire. The result showed that: (1) the achievement is a low category, the motivation is a high category and the learning style is a low category. (2) (a) there is a significance influence of motivation on achievement. (b) There is a significance influence of learning style on their achievement. And (c) there is a significance influence of learning style on motivation. (3) There is not significance influence of learning style on their students’ achievement through motivation as a moderator variable

The effect of game-based learning on middle school students\u27 academic achievement

The purpose of this literature review is to explore the connections of paratexts and multiple literacies in game-based learning to traditional literacies and examine the effectiveness of game-based learning on middle school students\u27 academic performance in STEM subjects. Thirty peer-reviewed journal articles with a combination of quantitative and qualitative methods as well as literature reviews were surveyed. Research shows game-based learning is a viable instructional method that offers close connections to traditional literacies in the classroom and an opportunity for improving student academic achievement when implemented purposefully in STEM content areas. Recommendations for teachers\u27 effective implementation and the future directions for the research are discussed

Improvement of reading comprehension of the english language through the learning style of gamification using ict genially in sixth-grade students of institucion educativa fe y alegria popular 1

El documento presenta cómo mejorar la comprensión lectora del idioma inglés a través del estilo de aprendizaje de la gamificación por medio de las TIC Genial.ly en los estudiantes de sexto grado de la Institución Educativa Fe y Alegría Popular Número 1 a través de un enfoque mixto con instrumentos como el pretest y la observación participante. Dentro del marco teórico, se evidencia que la plataforma Genial.ly se utiliza para crear juegos educativos, ya que cuenta con una interfaz intuitiva y fácil de usar que facilita la gamificación de contenidos y experiencias comunicativas interactivas. Finalmente, se presenta una discusión de los contenidos estratégicos y teóricos propuestos por Restrepo (2004) y Acosta (2021), asimismo como los conceptos de gamificación de (Castillo, 2021) y Figueroa (2015). También una comparación con los hallazgos obtenidos como: a) la falta de herramientas tecnológicas en el salón de clases, b) el bajo nivel de inglés de los estudiantes de 6° de dicha institución y c) por consiguiente su mal desempeño en la preprueba en el proceso práctico del estudio. Otro factor asociado como hecho problemático es mi experiencia como estudiante de la institución en el año 1991 y luego mi participación como observador practicante en el año 2022, luego se enumeran las conclusiones y consideraciones finales que sustentarán las propuestas entregadas a la institución educativa. En conclusión, se evidenció que el uso de herramientas tecnológicas para la mejora de la comprensión lectora en el área de inglés ayudaría a comprender mejor esta lengua.Student, Giovanny V., Improvement of reading comprehension of the English language through the learning style of gamification using ICT´s genial.ly in sixth-grade students of Institución Educativa Fe y Alegría Popular Número 1 Licenciatura en Lenguas Extranjeras con énfasis en Inglés, August, 2022, Universidad Nacional Abierta y a Distancia. Based on my experience as a teacher, I have realized that gamification has become a very relevant educational strategy, when you want to capture the attention of students, since, through it, concentration is increased and communication between student and teacher is strengthened. Due to this, the present investigation has as a general objective, to improve the reading comprehension of the English language through the learning style of gamification by means of ICT Genial.ly in the sixth-grade students of Institución Educativa Fe y Alegría Popular Numero 1. For this purpose, a qualitative approach is used with instruments such as pretest, participant observation and analysis. Within the theoretical framework, it is evident that the Genial.ly platform is used to create educational games, since it has an intuitive and easy-to-use interface that facilitates the gamification of content and interactive communicative experiences. Finally, a discussion of the theoretical contents and the revised background will be presented, as well as a comparison with the findings obtained in the practical process of the study. And the conclusions and final considerations that will support the proposals delivered to the educational institution are listed. It is hoped that the results presented will serve as a reference source for future research that addresses problems associated or similar to those presented here. KEY WORDS: Reading comprehension, Learning style, Gamification, ICTs, Genially

Effects of using iPad on First Grade Students\u27 Achievements in Arabic Language Classes In Saudi Arabia

Although the iPad device has become a new trend as a teaching and learning tool in schools, using it in Saudi schools is still relatively new. So, the purpose of the study was to investigate whether the iPad enhances the teaching and learning styles in Arabic language classes for first grade in Albushra primary school. It also examined how this new educational tool affects students\u27 skills and achievements, how teachers and students use it in their Arabic language classes, and what are advantages and disadvantages of using it in a class and at home. The study data was collected by conducting (1) the pre-and-post tests on two groups: Technology group taught by using iPad in Arabic language classes and Traditional group taught by using traditional teaching methods in order to know students\u27 progress in reading, writing, and cognitive skills; and (2) interviews with Arabic teachers and parents whose children were taught by using iPad. The results of the study shows that the iPad is an effective teaching and learning tool in Arabic language classes, especially as it created very notable progress in students’ cognitive and reading skills. However, it may weaken handwriting skills of students if they learned writing Arabic by using their fingers on iPads instead of using stylus the most of the time, especially when they are at young age and need to learn how to hold pencil to write properly. As well, providing the iPad for each student might lead to less communication and cooperation between students in classrooms

ADDING ACHIEVEMENTS TO TUTORING APPLICATIONS

The purpose of our study is to develop a way to better engage students in their learning activities. Many students in the target demographic of middle school-age children immerse themselves in video game applications, but do not apply themselves in a similar manner in the classroom environment. We found that by integrating game-like elements such as the notion of achievements into tutoring applications, students are more likely to find learning to be an enjoyable endeavor