Research Article
Mohammad Taufiq Abdul Ghani, Mahizer Hamzah, Wan Ab Aziz Wan Daud, Taj Rijal Muhamad Romli
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep344
ABSTRACT
In the 21st century, the advancement of technology has changed how people, especially the younger generation communicate and socialise with each other, as well as how they learn, acquire and process information. Therefore, this study aims to explore the impact on the employment of digital game-based learning in Arabic class at the tertiary level. This study is a qualitative study and data obtained through semi-structured interview sessions with 16 students at tertiary level, who exposed to the mobile digital game in learning the Arabic language. The students were chosen purposively based on several determining characteristics. The major findings indicated that the mobile digital game produces a significant effect on their learning achievement and enhances their Arabic vocabulary acquisition. Besides, the digital game-based learning also promotes a student-centred and interactive learning, while additionally creates an enjoyable environment for learning that could encourage student participation in class activities, sustain their learning engagement, and improve their motivation. This study explored opportunities for Arabic language lecturers to practice digital game-based learning as it promotes student-centred learning, which would enhance student’s participation in language activities and provide them with a joyful, fun, and active learning environment.
Keywords: Arabic language, mobile digital game, digital game-based learning, teaching and learning, mobile learning
Research Article
Imam Fitri Rahmadi, Zsolt Lavicza, Tony Houghton
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep299
ABSTRACT
Educational games have great potential for learning, however the potential of user-generated microgames for supporting learning is still not completely understood. The present study reviews the design quality of user-generated microgames based on microgame design fundamentals and explores the potential of the games for facilitating learning from the perspective of elementary teachers in terms of the strengths, weaknesses, opportunities, and threats. This is exploratory research organised within the GeoGebra application and with the participation of elementary teachers in Indonesia. The study found that the games met the microgame design fundamentals but the mechanics and aesthetics were in need of some improvements. The major strength of the games is simplicity for learning, however their user interfaces are their major weakness. Learning resources and environments in Indonesian elementary schools are relatively supportive of games integration into learning processes whilst senior teachers and rural areas are less so. These findings suggest users should pay more attention to audios, visuals and special effects as well as winning conditions when creating microgames in open platforms. It is of pivotal importance to provide playing instructions and games that fit to mobile screens. Furthermore, teachers have to carefully select the games and consider the context before utilising user-generated microgames for assisting learning.
Keywords: user-generated microgames, microgame-based learning, microgame design fundamentals, exploratory study
Research Article
Katja Fleischman, Ellen Ariel
CONT ED TECHNOLOGY, Volume 7, Issue 2, pp. 138-159
ABSTRACT
Understanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in science education because of the inability to visualize the different steps and the various errors that may influence test outcome. The effectiveness of gamification or the use of game design elements and game-mechanics were explored in a year-long research project which saw the development of a web based learning tool that visualized Enzyme Linked Immunosorbent Assays (ELISAs) in a digital laboratory. A cohort of 30 students from the Bachelor of Medical Laboratory Science trialed the first prototype and provided feedback in a survey on their learning experience and the extent to which the learning tool enhanced their learning. This article provides additional insights into likely future trends of substituting traditional learning modes such as lecture and practical laboratory classes with gamified content.
Keywords: Gamification, Game-based learning, Higher education, Science education