Innovating a meaningful gamified instruction: an instructor's quest to fulfil the demands of 21st century learners

In the quest to fulfill the demands of 21st Century Learners who are digital citizens, this study aims to explore the gamified instruction approach in the context of higher education institution and how it could impact learning and instruction. The dynamic and adaptive nature of today learners calls for a new mode of instruction–bringing new challenges to instructors. This study is deemed timely in the transformation age of instructional system. It also echoes the Malaysian Education Ministry aspirations to become world’s leading education system that actively pursue technologies and innovations that fulfil 21st Century learners’ needs and enables greater personalization of learning experience

Kaedah pemilihan media pengajaran komponen sastera (KOMSAS) oleh guru cemerlang Bahasa Melayu

Pemilihan media pengajaran merupakan satu elemen atau langkah wajib yang berperanan penting dalam reka bentuk pengajaran. Media pengajaran yang dipilih akan menentukan keberkesanan dan impak proses pengajaran dan pembelajaran. Justeru, kajian ini dijalankan untuk meneroka kaedah pemilihan media pengajaran komponen sastera (KOMSAS) oleh guru cemerlang Bahasa Melayu. Kaedah pemilihan akan diteroka dari aspek jenis media pengajaran dan faktor pemilihan. Kajian ini dijalankan secara kualitatif dengan mengumpul data melalui tiga sumber iaitu temu bual, pemerhatian, dan analisis dokumen. Dua orang guru cemerlang Bahasa Melayu yang mempunyai pengalaman mengajar mata pelajaran Bahasa Melayu lebih daripada 30 tahun telah dipilih sebagai peserta kajian ini. Lapan sesi temu bual dijalankan dalam bentuk separa berstruktur. Data temu bual disokong dengan pemerhatian terhadap proses pengajaran di dalam kelas, jenis media pengajaran yang digunakan oleh guru serta hasil kerja pelajar. Dapatan menunjukkan bahawa guru cemerlang memilih dan mengintegrasikan pelbagai jenis media iaitu bahan cetak, manusia, aktiviti, dan bahan grafik dalam pengajaran KOMSAS. Kedua-dua guru cemerlang tersebut telah mengambil kira faktor ketersediaan, tahap pengetahuan pelajar, kemahiran guru, dan objektif pembelajaran sebelum memilih media pengajaran

LAPTOP OWNERSHIP AND USE AMONG EDUCATORS: REFLECTIONS FROM SCHOOL TEACHERS IN MALAYSIA

This research explored the experiences of owning and using laptops among three secondary school teachers in Malaysia. They were granted personal laptops by the Ministry of Education through the Teaching and Learning of Science and Mathematics in English, or known as Pengajaran dan Pembelajaran Sains dan Matematik dalam Bahasa Inggeris (PPSMI) programme. This document has no comments. PPSMI was aimed at enhancing the teaching of these subjects in English with the aid of technology. The research adopted a case study qualitative approach using semi-structured interviews. Three in-depth interviews were audio recorded in the teachers’ schools, transcribed and analysed. Several themes related to the benefits and challenges of owning and using laptops emerged from these interviews. This paper, therefore, also seeks to discuss these themes in detail

Laptop use and its antecedents among educators : a review of the literature.

The rapid growth of Information and Communication Technology (ICT) has enabled the creation of mobile technology that can be used to enhance the instructional process. One of the recent mobile devices introduced in classroom instruction is the laptop. Indeed, schools around the globe are using laptops for educational purposes with increasing frequency. Based on a review of the literature, this paper explores how educators use the laptop. It then explores the antecedents of laptop use among the educators

The predictors of habitual behavior in using mobile phone among university students

The use of technology in academic activities, particularly in higher education institutions is one thing in common and undeniable. Entering the era of information technology without borders, the use of technology such as computers, laptops, tablets, mobile phones and so on are seen as essential roles to assist educational activities. Therefore, the utilization has become the norm among instructors and students in higher education institutions. Through previous studies, the terms of norms often referred to habitual behavior or automatically behavior. This study focused on three of independent variables from UTAUT’s model (performance expectancy, effort expectancy and social influences) to predict students’ habitual behavior in higher education in the use of mobile phone. This study involved 393 of undergraduates’ student and was conducted entirely in Universiti Putra Malaysia (UPM), Serdang. The results of data analysis revealed all the independent variables have significant effect on habitual behaviour

Promoting teachers’ technology professional development through laptops

This paper reports on a survey study that was carried out to determine the impact levels of laptops use on teachers’ technology professional development. Teachers’ technology professional development is approached as a constructivism process that demands teachers to learn how to use technology and apply them in their daily routines. Teachers in this study were granted laptops from the Teaching-Learning of Science and Mathematics in English (PPSMI) programme. Hence, they were regarded as the early adopters of technology innovation in schools, and became the agents of change. It is believed that playing the teachers’ role as the agents of change has contributed on a significant change in their practice. Based on the notion, this study was conducted to reveal the impacts of laptop use by teachers on their professional development. A survey was carried out among 386 laptop teachers using a set of questonnaire that measures the impact from four dimensions; namely teaching-learning, the use of resources, communication and sharing of information, and teachers’ laptop competency. The findings explicate that teachers’ use of laptop has a moderate impact on their technology professional development

Exploring interest formation in English learning through XploreRAFE+: a gamified AR mobile app

The use of gamification and AR technology is found to have the capacity to enhance students’ interest. In this study, the researchers chose a class in a vocational college in China as a specific case that used the gamified AR mobile application, called XploreRAFE+. This study aimed to explore the use of XploreRAFE+ in the formation of learners’ interest in order to answer the research question: What is the process of interest formation among vocational college students in a gamified AR environment, and how does it sustain students’ motivation in learning English? The data for the study were collected via observations, interviews, and document analysis. The findings of the study indicated that in a gamified AR environment, vocational college students’ interest was triggered by piquing curiosity. This then led to optimal learning experiences, where eventually the students began to have positive perceptions of English lessons and were motivated to extend learning experience on their own. These three components of interest formation formed a dynamic loop where interest formation was developed in a cyclical process. It is proposed that a cyclical formation of interest developed through a gamified AR environment over time could sustain learners’ motivation

Identification and analysis of core topics in educational artificial intelligence research: a bibliometric analysis

Educational artificial intelligence (EAI) means an integration of artificial intelligence (AI) and educational science that is going to serve as an authoritative element of the education system in the future. However, limited bibliographic analysis study have been carried out with the purpose of conceptualising the advancements in this field of educational billiography This study aim is to identify and analysis the core topics using keywords. The method of study is using the Keywords and cluster analysis by conducting a bibliometric review of 8,660 articles that have been published from 2000 to 2020 with the help of CiteSpace software. The results reveal that EAI research primarily encompasses three controversial topics. There is controversy about the AI application to students, AI does not replace teachers and AI algorithms have great contribution in the development of education sector. Study concluded that, AI applications can improve the effectiveness of students’ learning, AI can replace part of the teachers’ work, the relationship between the teacher and the machine should be cooperation, not the relationship between replacement and being replaced, under the premise that teachers give full play to their initiative and innovation

Understanding digital public relations practices among exemplar school principals in Malaysian schools

In recent years, Digital Leadership (DL) has been recognised as an important practice for school principals. DL focuses on Information and Communication Technology (ICT) in support of school principals’ leadership practice. This qualitative study was undertaken with the aim of understanding DL among principals from four High Performing Schools (HPS) in Malaysia, particularly from the perspective of public relations. Semi-structured interviews were employed involving four exemplar school principals as the main respondents and 12 school staff as the secondary respondents of the study. The findings indicate that social media has become the contemporary public relations conduit among exemplar Malaysian school principals. The findings also suggest that third parties, such as students, parents, and alumni, enhance school principals’ public relations practices via their social media accounts. The aforesaid findings have meaningful implications for other school principals in similar school settings and contexts to better integrate social media in their public relations practice, especially by leveraging third-party social media accounts

Instilling innovativeness, building character, and enforcing camaraderie through interest-driven challenge-based learning approach

This study aims to identify how student teachers were impacted by an interestdriven challenge-based instructional design of an Educational Technology course over three semesters. The instructional design of this course was foregrounded by the Interest-Driven Creator Theory, anchoring on the two out of three concepts, namely Interest and Creation. Over the course of 14 weeks, the learning activities in each class meeting started by applying the Interest Loop. This was done by inviting students to participate in bite-sized challenges, at the same time making sure that students can extend the newly constructed knowledge from the activities to their final project. The objective of such design was to let students learn by doing or completing the weekly challenges given to them during class. Then, the students were guided to complete their final project through a series of workshops and personal group consultation with the course instructor. A focus-group discussion was conducted to gather data from the students over the course of three semesters, centering on answering the question of: How does an interest-driven challengebased framework for learning design of an Educational Technology course impact learners? Interviews were conducted qualitatively, and the findings of the analysis that emerged were (i) instilling innovativeness, (ii) building character, and (iii) enforcing camaraderie. These findings suggests that a mesh-up between the interest-driven creator theory and challenge-based learning framework, then named as InDeC framework for learning design, could furnish learners with skills that are beyond those targeted in the course outcome. Among others, learners’ heutagogical skills can be improved when they are given the opportunity to realize their capacities and stretch their capabilities. Implicitly, this research may benefit instructors in their emerging responsibility of producing and readifying learners for future demands and challenges