Pest and disease incidence of coniferous species in Taman Saujana Hijau, Putrajaya urban park, Malaysia

Taman Saujana Hijau (TSH), Putrajaya is a 41-ha urban park planted with various coniferous species from around the world. Insect pests and disease incidences of this park are unknown and there is a need for an evaluation of the health status of this urban park. This study assessed the level of pest and disease incidents of coniferous species in 12 plots of 7 species (Araucaria bidwilii, Araucaria haterophylla, Araucaria cunninghamii, Pinus caribaea, Pinus merkusii, Podocarpus polystachyus, and Podocarpus costalis). Termites, canker disease, and foliar disease are three major problems. The highest pest and disease incidence (PnDI) was foliar disease with a 0.49 coefficient correlation between the total number of trees and the PnDI, followed by canker disease with 0.40, and termites with 0.36. Of the seven conifers, A. haterophylla was the most infected followed by A. bidwilii and A.cunninghamii. It was concluded that the incidence of pests and diseases in TSH was moderate. To our knowledge, this may be the first baseline inventory of pests and diseases of coniferous species in Malaysia

Gamifying ESL classrooms through Gamified Teaching and learning

Modern trends lead to innovative technologies in education, including the birth of digital and gamified learning or gamification. In English language classrooms, meaningful teaching and learning are significant to developing students' English proficiency, focusing on linguistics and communicative competence. Various language activities and games are employed in lessons to instil anticipation for language learning. However, the concerns are how gamified learning is applied in English as a Second Language (ESL) lessons and the factors assisting students’ meaningful English learning. Therefore, this paper, based on the review of past literature, explores the application of gamification or gamified learning in ESL teaching and learning. Based on the review, the researchers highlighted that motivation, engagement, and competition in learning through a gamification approach could assist students' meaningful ESL learning. It is found that gamification has its own motivation structure to arouse students’ active participation. The elements in games that enhance students’ engagement might improve students’ learning. Although competition naturally arouses students’ participation during ESL lessons, the findings indicated the need to create a safe environment to prevent students from feeling demotivated. This review paper contributes to the literature surrounding gamified ESL lessons

An integration of game-based learning in a classroom: an overview (2016 - 2021)

Games are increasingly becoming common in learning environments, and to match the requirements of developing a course as a game, a variety of technologies have been developed. Besides education, game-based learning has been popular in other settings, including professional training and social media. By introducing gaming elements as a training method, game-based learning platforms will boost students’ engagement, motivation, and productivity. Game-based learning is more than just making games for students to play on the surface; it is also about establishing learning activities that gradually teach subjects and lead users to achieve goals. This paper reviews the two research elements: the instruments used and disciplines done by 21 researchers on the game-based learning approach. The findings show that most studies have remarkable results in developing the game-based learning method. Generally, game-based learning in education strikes the perfect balance between subject matter and gameplay and the students’ capacity to retain and apply that knowledge in real life. Nevertheless, more research in game-based learning qualities and elements is required to provide extensive knowledge on the adaptability of current technological systems