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
Kasim Karatas, Ibrahim Arpaci
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep300
ABSTRACT
This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers’ readiness for online learning. These findings suggested that enhancing prospective teachers’ self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.
Keywords: self-directed learning, metacognitive awareness, 21st century skills, readiness for online learning, teacher education