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

A Study Of Malaysian Undergraduate Student Adjustment In Australia

Although Australia is the top international destination for Malaysian students choosing to study abroad and Malaysian international undergraduate students’ (MIUSs) are the third largest group of international students in Australia, little is known about their adjustment to study and life in their host country. This doctoral thesis reports on a comprehensive mixed methods study of MIUS adjustment and concurrently introduces an integrated theoretical perspective on international student adjustment by examining adjustment across academic, sociocultural, and psychological domains. The study employed an exploratory sequential mixed methods design (ESMMD), combining the following approaches: qualitative multiple case studies approach in the first phase, followed by a quantitative online questionnaire survey in the second phase. The qualitative element explores MIUSs’ perceptions of: a) adjustment issues or problems; b) coping strategies; and c) personal adjustment experiences, in relation to academic, sociocultural, and psychological domains of adjustment. The quantitative element examines MIUSs’ adjustment experiences over the preceding three months, and explores the relationships between academic, sociocultural, and psychological adjustment domains. Across these two phases, an International Student Adjustment Scale (ISAS) was developed to measure the MIUS adjustment experience in Australia. This holistic measure of student adjustment acknowledges the important interplay between domains and, with adaption and verification of validity, may be useful in researching other populations of international students. Informed by the results from both phases, this study developed the first empirical and theoretical model of MIUS adjustment in Australia. The ISAS measure is expected to be a useful model for stakeholders to understand MIUSs’ adjustment, and potentially that of other international students, and it may be used to inform and reframe international education policy in Australia and elsewhere

The Impact of SES among Malaysian Matriculation Students in Selecting University and Engineering Program

AbstractThis paper discusses the impact of socio-economic status (SES) among Malaysian matriculation students’ on their decision in selecting university and engineering program they want to pursue. The research was conducted at two local matriculation colleges and 496 students were participated as respondents. Self-developed questionnaire has been distributed through the Counseling Unit of the matriculation centre. The data was collected and analyzed by descriptive and independent sample t- test. The findings showed that low SES students have stronger determination to pursue their studies at tertiary level compared to high SES students. However, both the low and high SES students showed similar trend of perception towards Universiti Kebangsaan Malaysia (UKM) reputation and its engineering program. There is no significant difference between these two groups in term of criteria in selecting their preference university and course program. Both groups chose the engineering program because of their personality and interest toward the field and information from the media report and the financial support

Educational software for dyslexic children : a systematic literature review

Educational software nowadays gives something beneficial to the users, especially to the student. Many features in the educational software can help students to learn more and are exciting to do the task. This paper presents how game features are used for dyslexic children in mobile game applications. The purpose of this literature review is to explore the methodology used in research related to educational software for dyslexic children. This methodology used in this paper is adapted from Kencheman and Keele and Petterson. The results show that most of the literature used quantitative methodology in their research. In addition, the studies were more focused on children rather than adult respondents. The literature suggests several software design guidelines for dyslexic children. Most of the educational software discussed in the literature are games, mobile applications and couseware. Findings supported that the use of the application to educate and develop children skills in learning is vital for dyslexic children

Design guideline for dyslexic children in reading application: a systematic literature review

Book chapter no 14 published by KUIS 202

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