The potential use of gaming pedagogy to teach mathematics : case studies in Miri, Sarawak, Malaysia

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology

The potential use of gaming pedagogy to teach mathematics : case studies in Miri, Sarawak, Malaysia

This research explores how mathematics pedagogy can be improved by looking at how children are engaged in computer games. Two approaches were considered: (a) the use of computer games, either educational or commercial off-the-shelf (COTS) games, and (b) the use of embodied learning principles of computer games. The feasibility of these approaches was explored by examining the perceptions of students, mathematics teachers and parents along four major themes - mathematics education, technological experience, gaming experience and the use of computer games to learn mathematics. A mixed methods approach was employed in which qualitative interviews [six teachers, eight students and eight parents] and quantitative surveys [total students, n=175] were administered concurrently at two government secondary schools in Miri, Sarawak, Malaysia. Both quantitative and qualitative data were analysed independently and combined in the final interpretation to provide a holistic and consolidated finding. Data collected from teachers revealed that they gave most attention to the exams, syllabus completion, practice, and would only consider using educational computer games built on drill-and-practice. However, the students described the games as being monotonous and lack complexities. The students claimed that they enjoyed playing COTS games and reported learning of metacognitive skills through the games. Unfortunately, most teachers and parents disregarded COTS games as educational. In addition to that, the lack of infrastructural facilities, low level of computer literacy amongst school teachers as well as the time constraint to complete syllabus suggested the use of educational or COTS games to teach mathematics was deemed to be impractical in schools. All the respondents would still prefer to have teachers teaching in a classroom. Hence, an alternative option was considered - the use of embodied learning principles of computer games. Identification of good practice in computer games could be used in the mathematics classroom for improvement. Mathematics pedagogy can be improved in three major aspects: (1) mathematics problems should be challenging, enable trial and error, work on bottom-up basic skills, provide instant feedback, and enable learning transfer; (2) classroom activities such as story-telling, role-playing, competition, collaboration and the use of visual aids should be fostered; (3) learning attitude should be changed where mistakes should be seen as opportunities to learn. Here, a more practical mathematics pedagogy is drawn out without overcommitting teachers and it fosters active learning. In this study, the benefits of employing embodied learning principles of computer games in mathematics pedagogy have been seen to be more comprehensive and sustainable in the long-term because it eliminates the possible culture shock, resistance, waste of resources and risk to students’ examination performance from using an unproven technology

A gaming perspective on mathematics education.

This article explores how motivation in computer games could be integrated into mathematics education. The scope of the study was confined to four motivation dimensions, namely challenge, control, complexity and collaboration. A phenomenology study was conducted with the purpose to obtain a common understanding of nine teachers and 11 students about mathematics education, particularly focusing on teaching practices and learning difficulties in mathematical problem-solving. Qualitative interviews have revealed that the existing mathematics education is built on drill-Andpractice approach with Polya's problem-solving technique, i.e. exam-oriented, rote memorization and the use of predefined strategies. This approach to learning has failed to motivate students to learn (affective) and failed to develop an understanding and creativity (cognitive/metacognitive). Looking from a gaming perspective, mathematics problems should be challenging and complex, and students should be given control to carry out a plan. And finally, collaboration should be encouraged to enable reflective learning

Similarities and differences in learning of metacognitive skills: computer games versus mathematics education.

This article explores the potential use metacognitive skills learned in computer games to teach mathematics. This study explored the similarities and differences in the learning of metacognitive skills between computer games and mathematics education. A mixed-methods approach was employed in which a quantitative survey (students, n=174) and a qualitative interview (six mathematics teachers, eight students) were administered to concurrently at two secondary schools in Malaysia. Data collected has shown that there is no direct and explicit connection between the two learning contexts. In computer games, pupils could learn: (a) multitasking, (b) land navigation, (c) teamwork, (d) bottom-up approach to problem solving, and (e) concentration skills. However, it is understandable that a mathematics education (a) is single-tasking, e.g. solves problems step-by-step, (b) uses graphic representation, (c) involves collaborative learning, (d) follows top-down approach to problem-solving, and (e) could use multiple sensory modalities to ameliorate learning

A Comparative Assessment of Online Learning Readiness for First Year and Final Year Engineering Undergraduates

Measuring student readiness in online learning should also be of great concern to institutions, including all areas from their curricular development to the pedagogies they experience. Although there have been attempts at universities to develop online learning courses, students' readiness has yet to be investigated, particularly for engineering students who take a mix of theoretical and practical-based courses. This study evaluates the readiness of civil engineering students toward the implementation of online learning and their preferences and acceptance towards online instructional delivery and assessment methods. Ways for improvement are proposed in line with the students’ readiness to determine the best desirable practices and strategies for online pedagogy. Respondents are selected from first and final year students, to examine and compare their online learning perspectives. A survey questionnaire was used. Findings revealed that year one and year four students' readiness were relatively moderate for most of the components and relatively high for the components that involved hardware/software requirements and technology skills. Most respondents indicated a moderate acceptance level on online assessment, ranging from a mean score of 3.46 to 3.81. As online learning is gradually becoming another method for life-long and self-determined learning, findings from the study might help university educators to develop better online learning strategies, especially delivery methods and assessments, to help students cope with online learning

A flipped classroom: learning experiences in programming.

This study explored students' perceptions of a flipped classroom for an introductory programming class. Students were required to watch video lectures and read lecture notes in advance (pre-class self-study) to prepare themselves for the in-class lectures and tutorials. A mix-methods approach was employed: quantitative survey (n=204) and qualitative interview (n=7) were administered simultaneously. The results suggested that students are not fully ready for a flipped classroom. Most of the students still prefer face-to-face in-class lectures and tutorials. The in-class activities have a positive impact on students' test performance, especially the male students. Peer learning however induces a negative impact on students' test performance, especially among the female students. Pre-class self-study has no impact on students' test performance, except for those without prior programming experience. Females outperform males even though they lack prior programming experience. Students, regardless of programming background, respond equally to a flipped classroom approach

Complete chloroplast genome sequence of a tree fern Alsophila spinulosa: insights into evolutionary changes in fern chloroplast genomes

<p>Abstract</p> <p>Background</p> <p>Ferns have generally been neglected in studies of chloroplast genomics. Before this study, only one polypod and two basal ferns had their complete chloroplast (cp) genome reported. Tree ferns represent an ancient fern lineage that first occurred in the Late Triassic. In recent phylogenetic analyses, tree ferns were shown to be the sister group of polypods, the most diverse group of living ferns. Availability of cp genome sequence from a tree fern will facilitate interpretation of the evolutionary changes of fern cp genomes. Here we have sequenced the complete cp genome of a scaly tree fern <it>Alsophila spinulosa </it>(Cyatheaceae).</p> <p>Results</p> <p>The <it>Alsophila </it>cp genome is 156,661 base pairs (bp) in size, and has a typical quadripartite structure with the large (LSC, 86,308 bp) and small single copy (SSC, 21,623 bp) regions separated by two copies of an inverted repeat (IRs, 24,365 bp each). This genome contains 117 different genes encoding 85 proteins, 4 rRNAs and 28 tRNAs. Pseudogenes of <it>ycf66 </it>and <it>trnT-UGU </it>are also detected in this genome. A unique <it>trnR-UCG </it>gene (derived from <it>trnR-CCG</it>) is found between <it>rbcL </it>and <it>accD</it>. The <it>Alsophila </it>cp genome shares some unusual characteristics with the previously sequenced cp genome of the polypod fern <it>Adiantum capillus-veneris</it>, including the absence of 5 tRNA genes that exist in most other cp genomes. The genome shows a high degree of synteny with that of <it>Adiantum</it>, but differs considerably from two basal ferns (<it>Angiopteris evecta </it>and <it>Psilotum nudum</it>). At one endpoint of an ancient inversion we detected a highly repeated 565-bp-region that is absent from the <it>Adiantum </it>cp genome. An additional minor inversion of the <it>trnD-GUC</it>, which is possibly shared by all ferns, was identified by comparison between the fern and other land plant cp genomes.</p> <p>Conclusion</p> <p>By comparing four fern cp genome sequences it was confirmed that two major rearrangements distinguish higher leptosporangiate ferns from basal fern lineages. The <it>Alsophila </it>cp genome is very similar to that of the polypod fern <it>Adiantum </it>in terms of gene content, gene order and GC content. However, there exist some striking differences between them: the <it>trnR-UCG </it>gene represents a putative molecular apomorphy of tree ferns; and the repeats observed at one inversion endpoint may be a vestige of some unknown rearrangement(s). This work provided fresh insights into the fern cp genome evolution as well as useful data for future phylogenetic studies.</p

Characterization of conjugated linoleic acid-producing lactic acid bacteria as potential probiotic for chicken

Aims: Dietary intake of conjugated linoleic acid (CLA) by human is insufficient to exhibit properties of anti-cancer, anti-inflammatory, anti-atherosclerosis, anti-obesity and enhancing immune system. Thus, enrichment of CLA in chicken by bacteria is a suggestion to solve the problem. It would be an advantage to have bacteria capable of producing CLA and has probiotic potential in chicken. Thus, probiotic properties of CLA-producing bacteria were accessed in this study. Methodology and results: In this study, 47 lactic acid bacteria (LAB) isolated from gastrointestinal tract of chickens were screened for conjugated linoleic acid (CLA) production. Lactobacillus salivarius strain P2, Enterococcus faecium strain P1 and Lactobacillus agilis strain P3 were shown to produce 21.97, 23.35 and 31.08 μg/mL of CLA in MRS broth containing free linoleic acid (0.5 mg/mL) and 2% (w/v) Tween 80, respectively. Lactobacillus salivarius strain P2, E. faecium strain P1 and L. agilis strain P3 were found to be able to tolerate 0.3% oxgall (Difco, France) and pH 2.5. Lactobacillus agilis strain P3 and L. salivarius strain P2 showed better acid tolerance compared to E. faecium strain P1. Besides that, L. agilis strain P3 and L. salivarius strain P2 were resistant to two out of eight types of antibiotics tested, able to produce 220.04 mM lactic acid and 200.17 mM of lactic acid, respectively. Enterococcus faecium strain P1 was resistant to five out of eight types of antibiotic tested, produced 90.39 mM lactic acid and showed hemolytic activity. Only L. agilis strain P3 can produce acetic acid at a concentration of 2.71 mM. Conclusion, significance and impact of study: These results showed that the CLA-producing L. salivarius strain P2 and L. agilis strain P3 could be potential probiotic bacteria for chickens, which may eventually lead to production of chicken with better meat quality

Japanese Encephalitis, Singapore

10.3201/eid1203.051251Emerging Infectious Diseases123525-52