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Digital Game-based learning for teaching Information and Communication Technology Subject (The new subject in Standard Curriculum for Primary Schools (KSSR)

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Abstract

The purpose of this action research project was aim to investigate the effectiveness of using digital game in Technology and communication subject among Year 3 students in a primary school in Padawan, Kuching. Digital game such as PowerPoint games have been created and incorporated in ICT subject to enhance the performance of primary students. From research conducted by Zin, et al (2009), it was found that digital games can foster learning process effectively and interestingly especially among young learners. PowerPoint game provides the student with immediate feedback and if the answer is correct, the show moves to the next question. If the student answers incorrectly, the show moves the student back to re-answer the question. This game is designed to be accessed by the student inside or outside of the classroom. Students can play these games in teams or individually. PowerPoint game enhances the learning of concepts; and is more effective in promote the active learning. Implications of the findings for the effect of PowerPoint game in the subject of Information and Communication Technology are discussed. Future research could attempt to cover the feedback of parent on the effectiveness of using digital game in Technology and communication subject for identification of key issues.
Digital Game-based learning for teaching
Information and Communication Technology Subject
(The new subject in Standard Curriculum for Primary Schools
(KSSR)
Chin Suk Mei
meimay999@gmail.com
SJK Chung Hua Kim ChooSeng,
Kuching, Malaysia
Abstract
The purpose of this action research project was aim to investigate the effectiveness of using digital game
in Technology and communication subject among Year 3 students in a primary school in Padawan,
Kuching. Digital game such as PowerPoint games have been created and incorporated in ICT subject to
enhance the performance of primary students. From research conducted by Zin, et al (2009), it was found
that digital games can foster learning process effectively and interestingly especially among young
learners. PowerPoint game provides the student with immediate feedback and if the answer is correct, the
show moves to the next question. If the student answers incorrectly, the show moves the student back to
re-answer the question. This game is designed to be accessed by the student inside or outside of the
classroom. Students can play these games in teams or individually. PowerPoint game enhances the
learning of concepts; and is more effective in promote the active learning. Implications of the findings
for the effect of PowerPoint game in the subject of Information and Communication Technology are
discussed. Future research could attempt to cover the feedback of parent on the effectiveness of using
digital game in Technology and communication subject for identification of key issues.
Keywords: Interactive ICT game, PowerPoint game, Information and Communication
Technology
1 INTRODUCTION
In 1983, Malaysia started to implement New Primary School Curriculum (KBSR) until 2012,
then, it is going through a transformation process and transfers into a new curriculum, the
Primary School Standards Curriculum (KSSR) (KPM, 2010). As according to KPM, (2012),
this new curriculum was introduced as an effort to restructure and improve the current
curriculum to ensure that students have the relevant knowledge, skills and values to face the
challenges of the 21st century. Also, it was introduced to overcome certain shortcomings
within the older system. It is hoped with this new restructured and improved curriculum, our
children would have the necessary knowledge, skills and also the values to face and
overcome the challengers of the current times(KPM, 2012). It was in line with the main
objectives of SPPK (SistemPentaksiranPendidikanKebangsaan) which are to reduce the focus
on public examination, to improve students’ learning, to create a holistic and everlasting
assessment, to develop a better human capital and to strengthen school-based assessment
(LembagaPeperiksaan Malaysia, 2009).
In respect of this, communication and technology (ICT) is one of the elements in the new
Malaysia curriculum standard (KSSR). In fact, the emphasis of science and technology is not
a new thing in our country. After the National Economic Policy introduced in 1970 or even
since Malaysia became an independent nation, our country was prepared for the needs of the
developing nation as in a well-skilled labor and professionals of international standards. For
the last few years, Malaysia has been working hard to develop policies and strategies for
school to infuse technology into schools. There are the implementation of ICT elements in
the new curriculum (KSSR) in level one as ICT integration implemented across curriculum
and as an element in the Core Theme: The World of Science and Technology (KPM, 2012).
While in level two as ICT integration implemented across ICT curriculum and implemented
as subjects (RBT). Pupils must learn basic ICT skills to enable them to utilize the skills in
various disciplines (KPM, 2012). It is vital to teach basic ICT skills to Year 1 pupils and it is
proposed that the skills are taught at the beginning of the year. The ICT elements can be fully
mastered and therefore be reinforced through cross-curricular activities. For Cross-Curricular
Element Information and Communication Technology (CCE-ICT), the student will use the
ICT materials that are already available in schools such as computers, CD, internet, and
others according to the suitability of topics (KPM, 2012).
Among the objectives of ICT in primary schooling are, pupils will be able to (1) Selecting
and applying ICT resources that appropriate. (2) Using ICT to searchcollected processing
and use information. (3) Using ICT to obtain and share information. (4) Using ICT to solve
problems and decision making. (5) Using ICT to enhance productivity and learning. (6)
Using ICT to express creative and innovative ideas and information. When student learn
About ICT in World of Science & Technology, the students will have to acquire the skills
and ICT knowledge for operating hardware and ICT software. Students rated the experience
in handling equipment such as operating the computer system, the machine Printer, scanner,
camera and video digital. They also learn to use the application software such as word
processing, spreadsheet electronic, presentation, database data, graphics and programming
(KPM, 2012).ICT enables rapid access to ideas and experiences from a wide range of people,
communities and cultures, and allows pupils to collaborate and exchange information on a
wide scale (Crown, 2010). However, students also faced some problems and challenges in
ICT learning. Poor interaction between students and their peers and teachers, inadequate
computer skills and poor memory to remember concept were among the challenges facing
students in primary school in learning ICT elements. Although most of the students seem
have no much problem when engage with computer, however the problem was disclosed
when come to assessments as most of the studentsscoredwith only low to moderate grade via
criterion-based assessment or formative test.
This indicated that there are a number of existing problems and challenges in ICT
learning that need cooperation from teacher concerned.In respect to this, in this study, digital
game such as PowerPoint games have been created and incorporated in ICT learningto
enhance the their performance in assessment.This paper is a report on study conducted on
students from a primary school in Padawan, Kuching. In this paper, a preliminary analysis
anddocument analysis is done to find out the problems in teachingand learning ICT. Previous
studies in the methodology development of educational games also have been reviewed.
Interviews were conducted to verify student’s response on Digital Game-based learning in
ICT.It was found that the teaching and learning via digital gameencourages interaction and
active learning as well as improve their test scores.
2 A Literature Review and Benefit of Game-based learning
Many studies have been carried out by researchers to identify the perception and
effectiveness of Game-based learning.Games motivate students, hold their attention, and
introduce excitement, spontaneity, and fun into a class session. In the 1980s, MIT
professor Thomas Malone (1981) maintained that games motivate players with elements of
challenge, fantasy and curiosity. His study contributes to what makes games fun rather than
what makes them educational. WhilePapastergiou, M. (2009) has been conducted a study to
assess the learning effectiveness and motivational appeal of a computer game for learning
computer memory concepts. The study stated the Game-based learning is more effective in
promoting students’ knowledge of computer concepts and more motivational than the non-
gaming approach. The study suggests that within high school CS, educational computer
games can be exploited as effective and motivational learning environments, regardless of
students’ gender.
Games present a similar situation through simulation, providing us the opportunity to
think, understand, prepare, and execute actions (Gee, 2003). Game-based provides
opportunities for continued practice because negative consequences are not typically
associated with failure but serves as an integral part of the learning experience (Gee, 2009;
Groff, Howells, & Cranmer, 2010; Ke, 2009; Klopfer, Osterweil, &Salen, 2009). This
encourages players to improve through repeated practice either by advancing within a game
or replaying parts of a game. The price of failure is lower (Gee, 2005). Students can take risks
and quickly learn from their mistakes. Games also are built with clear goals and provide clear
and unobtrusive immediate feedback to the player’s actions” (Rigby & Ryan, 2007, p. 8;
Dickey, 2005). The feedback also helps reinforce motivation (Jones &Issroff, 2005). A
studies that have been presented by Cameron & Dwyer (2005), Moreno & Mayer (2005) and
also Lee (1999), that instructional supports such as feedback and guidance within educational
games showed positive influence on achievement and motivation and also effectiveness of
game elements such as fantasy and micro world has been recommended (Games & Squire
2011, Rieber 1996).
Lim and Tay (2003) also observed higher students’ engagement in higher-orderthinking
when they were using ICT tools.Games are able to provide rich and meaningful contexts for
developing higher order thinking and social skills (Thomas & Brown, 2011) and develop
hypotheses collaboratively in order to solve the mystery (Squire & Jan, 2007).Games that
foster higher order thinking and social skills are often intellectually demanding. The scholars
like Gee, Kurt Squire, Constance Steinkuehler, David Williamson Shafferoften refer to
the learning component in game-based learning as games for higher order thinking and social
skills (e.g., Schaffer, Squire, Halverson, & Gee, 2005; Steinkuehler & Duncan, 2008).Lin, et
al (2013) have been study the game-based remedial instruction in mastery learning for upper-
primary school students and found that the monopoly game is more effective than
instructional videos at leveraging the benefits of mastery learning. Game-based learning uses
competitive exercises, either pitting the student against each other to getting them to
challenge slow learner in order to motivate them to learn. As we know, much of the problem
with the instruction of slow learners is the artificial split between special education and
general education (Steven Shaw, 2005). So, this GBL strategy is produce to help teacher and
parents to encourage this student to explore areas of interest to him.Johnson et al. (2011)
indicated that, “Digital games are user-centered; they promote challenges, co-operation,
engagement, and the development of problem-solving strategies” (Gros, 2007, p. 23).In this
study, it is hope that the Game-based learning will play a role in sparking interest and
curiosity in students as well as provides many benefits to learners such as active engagement,
decision-making skills, innovation and problem-solving skills.
3 TEACHING AND LEARNING OF ICT
This section is to reveal Year 3 ICT learning standards which integrated in The World of
Science and Technology subject.This section is also to discuss the problems and constraints
faced by students in learning ICT.
3.1 Problem of learning ICT
Year 3 students will learn the ICT elements which integrated in the Science and Technology
subject as: (1) Sign in and check out the membership an e-mail account. (2) Provide text with
alignment and make a list using the Bullets and Numbering. (3) Creating animation on text
and image by using MS PowerPoint.(4) Creating animations using simple objects using
animation techniques slide. (5) Insert video in MS PowerPoint slide. (6) Develop the table of
2 column x 3 lines and enter text and numbers. (7)Using the function AutoSum to sum up
automatically in (MS Excel). (8) Presenting the data in the form of a pie chart based on the
table built in (MS Excel).(9) Attach a file via e-mail. (10) Opening the attached file via e-
mail.(11) Using the appropriate applications software (MS Excel) toattach assignments via e-
mail.(12)Using the formula (plus and less) in spreadsheet software (MS Excel) to make
analysis tools and make comparisons against a data obtained.(13) Digital products integrating
spreadsheet and presentation software creatively (MS Excel and MS PowerPoint) (KPM,
2012).
The problems faced by teachers in teaching ICT are that many of students have
insufficient knowledge and skills in ICT. Students have the impression that ICT is difficult
because one has to memorize the steps and concept or formula in the text book for example
dealing with Word processing (MS Word), Graphics and presentation (such as MS
PowerPoint) and Spreadsheet (MS Excel). Actually, at first, the students were very interested
in studying ICT, but because they cannot catch up to what being taught in class, they
eventually become unconfident and uninterested in this learning especially when they need to
memorize too many facts and steps.These students’ attitude has indirectly caused the
decrease in passing percentage for examination.The possible causes for the learning concerns
above are such as the teaching material is too difficult or too easy. According to San et al.
(2013), boredom was more common for poorly-known material, and frustration was common
both for very difficult material and very easy material. Students will describe work as
“boring’ when they really mean it is too difficult for them. This is the issue that needs teacher
concern because students with little ICT skills appear to be at a competitive disadvantage.
The other factor in learning problem is the teaching style doesn’t reach students.
Sometimes, a student may encounter some teacher whose pedagogical style make the
material inaccessible and therefore boring and make the student passive. For example, the
teacher direct too much. Most teachers are directing and guiding, handholding from one
moment to the next. This opinion is in accordance with the studies that have been presented
by McClenney, & Greene, (2005) study which wrote “Every week was the same boring
chalk-and-talk routine: lecture, example problems, and homework assignment. For James and
the other students who preferred a hands-on style of learning, the tedium was unbearable”.
The lecture style not only inefficient, but it discourages enthusiasm for school. Student easy
get bored and show disinterest with the same routine day in and day out.
4 OBJECTIVES OF THE RESEARCH
a. To determine the challenges and problem faced by student in learning ICT elements.
b. To determine the impacts ofGame-based learning on student in learning ICT elements.
5 RESEARCH QUESTIONS
a. How the student’s view on Game-based learning?
b. Does Game-based learning benefit students?
c. What is teachers’ perception on the implementation of Game-based learning in ICT
element in Primary School Standard Curriculum?
6 METHODOLOGY
6.1 Data Collection
Data was collected in a variety of methods; including field notes, student interviews, and
gathering student work samplesas well as student’s achievement in pretest and posttest. Field
notes included student responses and view on Game-based learning and explanations of their
answers.
6.1.1 Demographic data of participants
Demographic data to be collected is in terms of background, experience of participants or
students who exposed to GBL and also the teacher who have experiences in teaching ICT and
creating or bolstering the innovative teaching.
No
Student
Gender
Ethnic
Knowledge and skill of ICT
1
A
M
Chinse
Moderate
2
B
M
Chinse
Moderate
3
C
F
Chinse
Weak
4
D
F
Chinse
Moderate
5
E
F
Chinse
Moderate
6
F
M
Chinse
Moderate
7
G
M
Bidayuh
Good
8
H
F
Chinse
Moderate
9
I
M
Chinse
Moderate
10
J
M
Chinse
Very weak
11
K
F
Chinse
Moderate
12
L
M
Chinse
Moderate
13
M
F
Chinse
Moderate
14
N
F
Chinse
Moderate
15
O
F
Chinse
Moderate
16
P
F
Chinse
Weak
Table 1: Demographics of the research participants (Year 3 students)
Name
Age
Gender
Academic
Qualification
Years of
teaching
experiences
Experiences
in teaching
ICT
elements
MdmYau
40
Female
Degree
17
1 year
Mr Chin
52
Male
Diploma
29
2 year
Mr Bong
43
Male
Degree
20
1 year
MdmKuan
34
Female
Degree
13
2 years
MdmChin
32
Female
Degree
10
3 years
MdmWong
40
Female
Degree
9
-
Mdm
Tay
45
Female
Degree
21
-
Table 2: Demographics of the research participant
As this was a small-scale study, involving only 16 ofyear 3 students and 7 teachersfrom SJK
Chung Hua Kim ChooSeng, Padawan area. There was an equal distribution of boys and girls,
so the student sample included 7 boys and 9 girls. The ethnic composition of the sample is
93.75% Chinese and 6.25% Bidayuh. Mdm Kuan and MrChin have 2 years experiences in
teachingICT element in The World of Science and Technology. Both MdmYau and Mr Bong
have 1 year of teaching experience in ICT whileI have 3 years of this teaching experience. As
an excellent teacher, Mdm Wong always practicing innovative and creative learning and
teaching with various activities in accordance with the KSSR. WhileMdmTay ishead teacher
in current school who was really concerned abouteffective pedagogical practices.Shehas 21
years in teaching experience and 7 years as head teacher. As excellent head teacher,she has
been trying her effort to create an effective school to fulfill theprofessional and displaying
loyalty to KPM by supporting their plans and decisions.All of the teachers have been
contributed their views and opinion on the Game-based learning on ICT via groupsharing
sessionsin this study.
6.1.2 Method of research
This action research was completed as a mixed methods approach and is a pre-experimental
design whereas the symbolic design is O X O.The qualitative research took the form of a case
study while the quantitative aspect of the research was a pretest-posttest design that
requiredresearcher to collect data on study participants’ level of performance before the
intervention took place, and collect the same data after the intervention took place. The pre-
posttest design allows researcher to make inferences on the effect of Game-based learning by
looking at the difference in the pre-test and post-test results. This action research took place
over a month during the Science and Technology lesson in Year 3 classroom. The first week
of the intervention was spent investigating the student responses from the pre-test. The pre-
test is given to them before the treatment (GBL) to measure true learning. Thepretest
including the multiple choices, true or false type questions and arranges the given steps in a
meaningful sequencerelated to (MS Excel).The questions created were simply worded, to the
point, and unambiguous as well as focus on the learning objectives and were developed
between 30minutes to complete.
After the pretest, the teaching and learning were conducted. Thelearning standardare such as:
Using the function AutoSum to sum up automatically in spreadsheet (MS Excel), presenting
the data in the form of a pie chart based on the table built in (MS Excel),using the appropriate
applications software (MS Excel) toattach assignments via e-mail andusing the formula
(addition and subtraction) inspreadsheet software (MS Excel) to make analysis tools and
make comparisons against a data obtained. The pretest given also based on this learning
standard.The teaching and learning last for the fourth week and GBL was applied for the
whole learning. For every standard of learning, notes, interactive quizzes and ICT games
were built in the form of PowerPoint. After the pupils using a computer to learn about MS
excel, notes that modified to the form of game were given to them to enable the students get a
more detailed of the steps in certain ICT elements for example using the AutoSum function to
sum up automatically in (MS Excel). After students learned a skill, they will engage
withPowerPoint quizzes and PowerPoint interactive games. Quizzes and games can be
conducted at school or at home because the teacher had made a copy into CD for students.
In the fifth week, after the GBL; the students were given a posttest.The posttest question not
the same with pretest but very similar. Results from both tests were compared to assess
progress made. By comparing pre-and post-tests, researcher can see what students actually
learned from the lessons that were developed. The post-test data assisted in investigating the
issue further. Also, at the fifth week,interviews were completed with the six students selected
in the beginning.The interviews with studentswere done to determine how students felt and
perceive on Game-based learning in ICT. 6 students were selected for interviews according to
their achievement in ICT(Table 3).There weretwo students chosen from each of three scoring
categories. These categories included demonstrating a high, average, or low scoring on the
pretest. Interviews were completed one-on-one and kept to five minutes. Ethical
considerations are an important aspect of research projects. At one level, ethical
considerations involve getting informed consent from the research participants. A letter
introducing the research project and asking for permission to have students participate was
sent home to the students’ parents prior to the beginning of the intervention. The consent
forms which were written in English were first read to those who were asked to
participate(Appendix 3).Considering the sensitive nature of the themes or issues that this
research explored was important to assure the latter that their participation would not expose
them to any risks. Moreover, the researchers informed the participants that their participation
was confidentiality would be observed by using sure name to protect them. Interviews were
video and audio recorded depend on participants’ willingness and later transcribed by the
researcher.
After the recording,the audio interview is converted into a written transcript. The
transcript was including the information such as interviewer, subjects or participants, location,
time, date and topic. The notes are taken during transcribing and observations. It is the full
'script' of the interview and the aim is to take a full written version of the interview which
gives a better, more holistic picture of what is going on. The related documents such as policy
documents are collected in order to compare the ideal with the real. In this study, reviewed of
official documents and published works was done to explore the context and situation of
KSSR in Malaysia Public School. These included the Education of Ministry Circular, forum,
news on newspaper, document standard or performance standard of Science and Technology
subject were also analyzed. The photographs that were taken symbolized the interpretations
of the participant’s interactions with their social and physical environments. In this research,
the content analysis of the photographs (Appendix 4)gave some indication of perception,
satisfaction on the teaching and learning activities. The aspects of the classroom environment
were captured. In this study, the number of photographs was generally indicative of overall
implementing GBL satisfaction.
Researcher also gathered student work samples to assess any changes in students’
learning. To gain more in-depth information, group sharing sessions was conducted with
teachers. This sharing session were lasted for an hour. Other extra times was also spending
with teachers for the discussion on the documents, games created for this study and
photographs taken during the learning activities. Also, during the sharing, there was question
and answer session to enables participants to share their experiences, concerns or views on
the issues as well as for improvement.
7 Data analysis
Data analysis is the process of understanding the meaning the interview data Patton, (2002).
In this study, the entire interview transcripts (Appendix 2)were read by the author and coded
then were analyzed. Furthermore, the author spend more than a week to read and analyzed
the articles or paper done by recognized author to discover what statistical knowledge exists
related to GBL to increase the statistical knowledge and generate new original ideas of the
proposed study. As mentioned above, the research design is a pre-experimental design
whereas the symbolic design is O X O. The research is designed to study the effectiveness of
using digital game in learning ICT element among Year 3 students in a primary school in
Padawan, Kuching. There is a single group pre-tested (O) which are the 16year 3 students.
The students are not randomly chosen rather they come from the same classroom. The group
is exposed to a treatment (X) which is Game-based learning during the teaching and learning
of ICT element in Science and Technology classroom. The students are then post-tested (O)
upon implementation of the treatment.
The bar graph below illustrated the pre-test and posttest ICT element scores of each 16
students in this study. The pre-test scores illustrated the assessment of students’ test scores
prior to the intervention of GBL during the instruction. The post-test scores indicated the
assessment of the students’ test scores upon implementation of the intervention of GBL
instruction. The chart also illustrates the relationship between the pre-test and post-test scores
of the individual students prior and after implementation of the treatment of GBL.
Figure 1: Year 3 students Pre-Test & Post Test Scores in ICT elements
No
Name/
Participant
Gender
Pre-Test
Post Test
Improvement/
Decrease
1
A (PA)
L
52
70
+18
2
B (PB)
L
72
80
+8
3
C (PC)
P
42
60
+18
4
D (PD)
P
52
70
+18
5
E (PE)
P
60
86
+26
6
F (PF)
L
62
86
+24
7
G (PG)
L
72
90
+18
8
H (PH)
P
54
70
+16
9
I (PI)
L
54
70
+16
10
J (PJ)
L
10
10
-
11
K (PK)
P
52
78
+26
12
L (PL)
L
72
90
+18
13
M (PM)
P
49
70
+21
14
N (PN)
P
60
86
+26
15
O (PO)
P
56
78
+22
16
P (PP)
P
24
30
+6
52.875
70.875
-
Table3: Year 3 students Pre-Test & Post Test Scores in ICT elements
0
10
20
30
40
50
60
70
80
90
100
A B C D E F G H I J K L M N O P
Pre-Test
Post-Test
The below bar graph is an illustration of the average pre-test and post test scores of the 16
students participating in the action research project. The average scores of the students’ pre-
test scores are52.875. The average scores of the students’ post test scores are70.875.
Therefore, the research showed that there is a marked increase of 18 percent in the pre-test
and post-test scores of students’ after the treatment. The research question in no 2 has been
answered and the conclusion is Game-based learning benefit students in learning ICT
elements.
Figure 2 : Comparison of Average of Pre-Test & Post-Test Scores
Prior to the implementation of the treatment of GBL during ICT instruction, six selected
students’ were also interviewed to determine how students felt and perceive on Game-based
learning in ICT. After the recording, the audio interview is converted into a written transcript.
To gain more information, group sharing sessions was conducted with 3 teachers who teach
the ICT elements and other 2 as head teacher and excellent teacher. The related documents
such as policy documents are collected in order to compare the ideal with the real. The
content analysis of the photographs gave some indication of perception, satisfaction on the
teaching and learning activities. The aspects of the classroom environment were captured. In
this study, the number of photographs was generally indicative of overall implementing GBL
satisfaction.
0
10
20
30
40
50
60
70
80
Pre-Test / Post-Test
Pre-Test
Post-Test
8 FINDINGS AND DISCUSSION
The research showed that there is a marked increase of 18 percent in the pre-test and post-test
scores of students’ after the treatment. The study found that Game-based learning benefit
students in learning ICT elements.GBL is a significant to the adoption of student-centered
instructional approaches. According to what being said by student B (PB) in interview, heis
able to develop higher thinking skills and positive value via creative and interactive gamePB
(line 3) and thus help him to achieve higher score in assessment (Table 3).The PowerPoint
games in this study required student to think quickly as have time setting for certain level.
Moreover, they have to utilize their logic in order to think the steps ahead in order to solve
problems and complete the task. This is great because it is something which helps student in
later life as they developed their logic and their ability to think on their feet and outside of the
box. This finding in line with previous study conducted by Lim and Tay (2003) who have
been observed higher students’ engagement in higher-order thinking when they were using
ICT tools. Games are able to provide rich and meaningful contexts for developing higher
order thinking and social skills (Thomas & Brown, 2011) and develop hypotheses
collaboratively in order to solve the mystery (Squire & Jan, 2007).
The parent understood the benefit of GBL in ICT learning and encouraged their children to
engage with the game at home. As mentioned by participants O as: “….mom also
accompanies me to play with the game. If I choose the wrong answer, she asks me to repeat
and practice againand again”PO(line 1.)Game-based provides opportunities for continued
practice as it serves as an integral part of the learning experience (Gee, 2009; Groff, Howells,
& Cranmer, 2010; Ke, 2009; Klopfer, Osterweil, &Salen, 2009). This encourages players to
improve through repeated practice either by advancing within a game or replaying parts of a
game. The price of failure is lower (Gee, 2005). Students can take risks and quickly learn
from their mistakes.As admitted by participant G, her mother felt happy with his
improvement after exposed to GBLPG (line 3). This indicated that the parent had realized the
advantages of GBL in ICT learning and thus accepted this as effectivestrategy in learning.
Theother participants also admitted that, engaging with the game help them to remember the
concept, steps and formula for example the function AutoSum, presenting the data in the
form of a pie chart, the steps to attach assignments via e-mail and using the formula of
addiction and subtraction less with (MS Excel)PC (line 1) PD (line 2)PM(line 3).Students are
more likely to remember their experiences and be able to connect them to future situations
and are more likely to engage and invest inthe learning goals and outcomes presented by the
game(Barab, Barnett, & Squire, 2002; Gee, 2004).
In the sharing session, Madam Tay indicated that, suitable game will make learning more fun,
and students will be more motivated. Games that are adopted need to stimulate students’
learning motivation and make learning more fun (Gagné, 1985). MdmTayhas been stressed
that, teacher who is the practitioner and directly involved in new curriculum should keen to
participate in PLC or Professional Learning Community such as lesson study and sharing
session to share opinion regarding to the effective teaching and learning. This indication was
corresponded with the studies that have been presented by (Faizah, 2011)which stated that
teachers are the most important feature in any educational plan. There is need of strong
cooperation from all parties involved in curriculum reformation to create a harmonious
environment at school for the development of the individual and this also give a positive
transformation of education in Malaysia. Also, in order for the new curriculum to stay
effective, teachers have to understand the importance of using suitable and effective
strategies in KSSR and use them frequently in the classroom. This then could be termed as
measuring, in a limited way, teacher self-efficacy. A teacher’s efficacy belief is a judgment of
his or her capabilities to bring about desired outcomes of student engagement and
learning(LYNE, 2013). In this case, implementation of GBL in teaching and learning are
such a Teachers' Self-Efficacy. Teachers have confidence and a sense of self-efficacy to
implement digital games as a learning medium.
All of the teachers involved in this study agreed with the fact that GBL benefit both teachers
and students. They gave the positive response (Appendix1) during the sharing
session.MdmKuanand Mr. Chin described that the interactive quizzes in GBL provide the
immediate feedback to learner thus enable the learner learn from their mistake. Their views
were accordance with Rigby & Ryan, (2007), p. 8; Dickey, (2005) study who indicated
thatgames is built with clear goals and provides clear and unobtrusive immediate feedback to
the player’s actions”. The feedback also helps reinforce motivation (Jones &Issroff, 2005). A
studies that have been presented by Cameron & Dwyer (2005), Moreno & Mayer (2005) and
also Lee (1999), that instructional supports such as feedback and guidance within educational
games showed positive influence on achievement and motivation and also effectiveness of
game elements such as fantasy and micro world has been recommended (Games & Squire
2011, Rieber 1996).
Integration of Game-based learning and instruction in mastery the ICT skill is really
effective. This paper found that, GBL in mastery learning are useful in teaching concept and
fact or skills that need students to memorize.Students will be showing their understanding of
the content throughout the interactive quiz.Afterward, students practiced what they have just
learned via interactive competitive game to further apply or practice using the new
information. Students felt excited when playing the power point game that created with it
multimedia and hyper linking capabilities. The students can easily engage to game activities
because their willingness in playing.” responded by Mr Bong in sharing session. Researcher
found that games motivate the students, hold their attention, and promote excitement,
spontaneity, and fun in teaching and learning. With games, students can reinforce and
consolidate their knowledge through practicing and getting reward for their achievements.
More importantly, they felt interested and proud with their performance and thus are
motivated to learn and to erase the idea that learning is boring.(Appendix4).The students also
are focused on their work for significantly longer than usual”, stressed MdmYau.Education
games can foster the ability to focus, and lengthen the student's attention.
By comparing the picture during the common teaching style and Game-based learning,
researcher found that the student really enjoyed the GBL during ICT instruction rather than
the ordinary class(Appendix 4).Mdm Wong acknowledged that integration of GBL strategies
by will cheer up students. “They look cheerful, energeticand active when take part in the
learning activities”, said Madam Wong who is the expert teacher in the school. She also
teachesthe class Chinese language. She can see the impacts on the class. She said that the
teaching and learning activities with GBL strategies gave the great impact and effect
especially on quieter or lower ability students. The student actively involves in learning
through discussion competition and even playing. She felt amazing with the PowerPoint
game play by students. Her viewsare in accordance with the studies that have been presented
by Cameron & Dwyer (2005), Moreno & Mayer (2005) and also Lee (1999), that
instructional supports such as feedback and guidance within educational games showed
positive influence on achievement and motivation and also effectiveness of game elements
such as fantasy and micro world has been recommended (Games & Squire 2011, Rieber
1996).
Lin, et al (2013) have been study the game-based remedial instruction in mastery learning
for Upper-Primary School Students and found that the Monopoly game is more effective than
instructional videos at leveraging the benefits of mastery learning. The field independent
students such as student Aare able to focus on his own work even without teacher guidance
for example engaged with game-based learning at home PA (line 3). This investigation was in
line with Berger & Goldberger, (1979); Isaak-Ploegman, (2003) FI students are more task-
oriented than FD students and are more able to focus their attention on relevant aspects of the
task. So, this indicated that, the use of GBL which give a prominent role to the teacher can be
very effective in maximizing students’ motivation and learning and benefit the independent
students.
8.1 Limitation of study
This study has several limitations in the selection of participants as it was based on a "sample
of convenience". Thus, the results of this study cannot be generalized to other schools in the
State.
8.2 Recommendations for future
Future research could attempt to cover the feedback of parent on the effectiveness of using
Game-based learning in Technology and communication subject for identification of key
issues.
9 CONCLUSION
Educators always face with the issues that students being bored, passive, show disinterest in
learning and score badly. Many of them feeling not challenged enough and shown a lack of
engagement, connection or involvement with teaching and learning activities, have low
confidence or lacking self-esteem, lack of motivation for school, loss of interest in school
work, or poor relationships with peers or teachers. Our students nowadays exposed to too
much complexity material, consequently, nowadaysteachershave decided to change from
rigid thinking that and should take the initiative to apply the more creative and innovative
teaching method to enhance learning and to promote active learning.According to (Collins &
O’Brien, 2003), active learning is the process of having students engage in some activity that
forces them to reflect upon ideas and how they are using those ideas. It is also refer to the
process of keeping students mentally, and often physically, active in their learning through
activities that involve them in gathering information, thinking and problem solving.
Integrating the GBL strategies in ICT lesson is one of the creative strategiesto promote the
active learning as well as to reduce the number of occurrences of the learning issues.
Moreover, in a competitive world of education today most institutions of learning and
students at large demand for effective teaching and learning to take place, both inside and
outside the classroom (Chuan&Kho, 2013). This patency and reality is not only arising in
institutions but even in primary school. Teacher should create the teaching and learning
activities according to student’s understanding and need. Teachers should assess learning by
different methods to elude the effect of cognitive style and also try to make their students
aware of their weakness in evaluation situations and train them in exam preparation strategies
(Vanderheiden, Donavan, & Duluth, 2007).Teaching creativity to everyone is very important.
If teachers persist in using the traditional methods that kill creativity, the students will only
receive traditional assumptions and content without the means to question and test the
validity. In fact, there will be some creative teacher and applied creativity teaching and
learning in education, but the majority still implemented the old, traditional and tedious
method. In fact, the creative and problem solving abilities enhance learning and benefit
students in the workplace in the future.
This study showed the improvement of a total of 18 percent in the pre-test and post-test
scores of students’ after the integration of GBL in ICT lesson. This learning strategy enables
the students to develop higher thinking skills and positive value via creative and interactive
game. Game-based learning provides opportunities for continued and encourages players to
improve through repeated practice as well as provide immediate feedback to the students. The
teachers in this study admitted that GBL brings benefit for both teachers and students. In
addition, GBL in mastery learning are useful in teaching concept and fact or skills that need
students to memorize as students practiced what they have just learned via interactive
competitive game to further apply or practice using the new information. With games,
students can reinforce and consolidate their knowledge and felt interested with their
performance and thus are motivated to learn.
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11 APPENDIXES
Appendix 1- Feedback
Appendix 2- Transcript
Appendix 3- Consent form
Appendix 4- Photographs
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