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MATH CREATIVE GAMES: AN INTERVENTION MATERIAL IN TEACHING BASIC MATHEMATICS
... Sison (2021) affirms that learners struggle to answer mathematics modules because of difficulty in conceptual understanding. and with the use of creative games (Salviejo et al., 2014;Dumigsi & Cabrella, 2019;Luzano, 2020;Limbago-Bastida, 2022;Dacumos, 2016;Sison, 2021;Sadsad, 2022;Mercado & Tandog, 2018;Abuda et al., 2019;Uncad, 2022;Balaaldia, 2022). However, no literature has delved into using SIM using Lumi Education in the context of grade 7 nor concentrated on the student's conceptual understanding and procedural fluency in mathematics. ...
... This study utilized a Quasi-Experimental Research Design (QERD) that includes the pretest and posttest to determine the effect of the Strategic Intervention Materials using Lumi Education (SIMULE) on the conceptual understanding and procedural fluency of the Grade 7 students. To assess treatments, quasi-experiments do not use randomization (Balaaldia, 2022). It establishes the causal relationship between a given outcome and an intervention (Balala, 2016). ...
... Based on his research, Balaaldia (2022) asserted that digital resources may replace traditional textbooks and other printed materials used in the classroom. Table 4 presents the assessment of mathematics experts on the developed SIMULE in terms of educational quality. ...
In response to the pressing need for innovative educational approaches, this research investigates the implementation of SIMULE to evaluate its impact on the conceptual understanding and procedural fluency of Grade 7 students. This study focused on utilizing SIMULE as an instructional resource in improving the conceptual understanding and procedural fluency of Grade 7 students at Lambayong National High School, School Year 2023-2024. A total of 89 students were the respondents of the study. Respondents were selected through purposive sampling and grouped using simple random sampling. This study employed a quasi-experimental design. The data were gathered using the researcher-made pretest and posttest. Mean and standard deviation determined the student's concept fluency level and procedural understanding. T-test was used to determine the significant difference between the two groups' pretest and posttest scores and the mean gain scores. The study revealed that both groups had little mastery of the topics before the conduct of the study. In the posttest, both groups improved their conceptual understanding and procedural fluency. It revealed that using SIMULE and conventional teaching can help students improve their conceptual understanding and procedural fluency. However, students exposed to SIMULE performed better than those exposed to traditional teaching. Further, the learning gains were significantly higher in favor of the students exposed to SIMULE. Thus, the study recommended using SIMULE as an intervention material to improve students' conceptual understanding and procedural fluency.
The study examined the relationship of study habits of students and their achievement in mathematics. The method used for the study was correlation design .A sample of 500 students were randomly selected from 25 public secondary schools in Delta Central Senatorial District, Delta State, Nigeria. Questionnaires were drawn to gather data on students' study habits. Students' results in mathematics were also collected from their various schools to gather data on their achievement in mathematics. Two research questions were formulated to guide the study. Regression and ANOVA were used to analyse the data. The following are the major findings: There was significant relationship between students' study habits and mathematics achievement. There was a significant difference in mathematics achievement between good study habits and poor study habits.
The teaching and learning in Indonesian elementary schools focus both on students' concept mastery and character development. Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest. This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students' learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student's character which has an impact on increasing student's learning interest.
This research aimed to examine the effects of problem-based learning with
character emphasis and naturalist intelligence on the students' critical thinking
skills and curiosity. This study was conducted at Islamic Senior High School in
Mataram and it employed 3x2 treatment by level design. Three treatments; the
problem-based learning with character emphasis (PBL-CE) (A1), the problembased learning (PBL) (A2), and the regular learning (RL) (A3) were given to two
groups; the students with high naturalist intelligence (B1) and low naturalist
intelligence (B2). The data on the students' naturalist intelligence and critical
thinking were collected through the test and the data on the students' curiosity was
collected through self-assessment and observation sheets. The data were analyzed
using MANOVA at 0,05 significance level. The results of the study showed that:
(1) the PBL-CE affect the students critical thinking skills and curiosity, (2) the
naturalist intelligence does not have a significant effect on the students critical
thinking skills and students curiosity, and (3) the interaction between the PBL-CE
and naturalist intelligence did not affect the students critical thinking skills and
curiosity. PBL-CE can be applied as alternative learning to develop students'
critical thinking and curiosity.
Key Points
This Insight discusses the character education policy within the Indonesian education system, which still faces key challenges to improve learning outcomes.
From our diagnostic of the Indonesian education system, we find that education policymakers and stakeholders in Indonesia perceive that character education can solve societal issues related to moral degradation.
The philosophy underpinning character education policies includes the elements of character and learning. However, we observe that intellectual discussion and public discourse on character education are dominated by a focus on morality, religiosity, and nationalism. As a result, we find that the learning aspect of education has slowly become distinct, particularly in the implementation of the latest policy, Strengthening Character Education (PPK).
We hypothesise that the one-sided implementation of the policy is due to the lack of clarity in the “delegation” aspect of the policy design, which results in a variety of conflicting interpretations by education stakeholders at national, local, and school levels.
Policymakers at the national level could make use of open forums to involve local governments, schools, and communities to develop a shared vision of character education policy. Policymakers must also ensure that the design and technical guidelines of character education policies align, so that implementation does not come at the cost of activities that directly support other priority learning objectives.
Attention is thought to be the gateway between information and learning, yet there is much we do not understand about how students pay attention in the classroom. Leveraging ideas from cognitive neuroscience and psychology, we explore a framework for understanding attention in the classroom, organized along two key dimensions: internal/external attention and on-topic/off-topic attention. This framework helps us to build new theories for why active-learning strategies are effective teaching tools and how synchronized brain activity across students in a classroom may support learning. These ideas suggest new ways of thinking about how attention functions in the classroom and how different approaches to the same active-learning strategy may vary in how effectively they direct students' attention. We hypothesize that some teaching approaches are more effective than others because they leverage natural fluctuations in students' attention. We conclude by discussing implications for teaching and opportunities for future research.
Lay Description
What is already known about this topic
Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.
Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.
Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence.
What this paper adds
Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.
In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.
While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration.
Implications for practice and/or policy
Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.
Fun and learning should be balanced in digital game‐based learning.
Teachers need training and support for digital game‐centred programmes to succeed.
The study investigated the utilization of instructional materials as tools for effective academic performance of students. Survey research method was used and the study sampled the total number of 100 respondents in five selected secondary schools. A questionnaire constructed by the researcher and re-structured by two experts was used for data collection. The reliability was confirmed with the use of split-half method with 0.63 alpha level of significance got. The questionnaire was stered to the respondents with the assistance of the school heads. The findings revealed inadequate use of instructional materials in most schools and majority of the teachers did not take cognisance of the importance derived from the use of instructional materials while teaching. Those that adopted the utilisation, did not use them appropriately. No wonder the high rate of students’ failure in external examinations. Based on the findings, the professional counsellors in the state should sensitize all heads of schools and teachers through seminars and workshops on the importance and good utilisation of instructional materials. Among other recommendations, the government should endeavour to release enough funds.
Situational interest is widely explored in the psychology and education domains. It is proven to have positive effect on learning and academic achievement. Nonetheless, not much attention is given for assessing the feasibility of detecting this interest in natural classroom physiologically. Therefore, this study investigates the possibility of detecting situational interest using Electroencephalogram (EEG) in classroom. After preprocessing of EEG data, they were decomposed using Empirical Mode Decomposition (EMD). The resulted Intrinsic Mode Functions (IMFs) were ranked based on their significance using T-test and Receiver Operator Characteristics (ROC) in descending order. A matrix was constructed for all participants using the best six features from four EEG channels. These selected features were fed into Support Vector Machine (SVM) and K-Nearest Neighbor (KNN) classifiers with 10 cross validation. While SVM achieved high accuracy of 93.3% and 87.5% for two data sets using features from the four EEG channels, KNN classifier achieved high accuracy of 87.5% and 86.7% in the same datasets using single EEG channel. It is found that gamma and delta bands can be used successfully to detect situational interest of students during learning in classrooms. Furthermore, data of single EEG channel - F3 in this study- was efficient to detect student’s situational interest in simultaneous recording of EEG in classroom.
This research aims to: (1) developed a instrument's learning (lesson plan, worksheet, student's book, teacher's guide book, and instrument test) of physics learning through scientific inquiry learning model based Batak culture to achieve skills improvement process of science students and the students' curiosity; (2) describe the quality of the result of develop instrument's learning in high school using scientific inquiry learning model based Batak culture (lesson plan, worksheet, student's book, teacher's guide book, and instrument test) to achieve the science process skill improvement of students and the student curiosity. This research is research development. This research developed a instrument's learning of physics by using a development model that is adapted from the development model Thiagarajan, Semmel, and Semmel. The stages are traversed until retrieved a valid physics instrument's learning, practical, and effective includes :(1) definition phase, (2) the planning phase, and (3) stages of development. Test performed include expert test/validation testing experts, small groups, and test classes is limited. Test classes are limited to do in SMAN 1 Padang Bolak alternating on a class X MIA. This research resulted in: 1) the learning of physics static fluid material specially for high school grade 10th consisted of (lesson plan, worksheet, student's book, teacher's guide book, and instrument test) and quality worthy of use in the learning process; 2) each component of the instrument's learning meet the criteria have valid learning, practical, and effective way to reach the science process skill improvement and curiosity in students.
One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school students are at the formal stage of thinking, but the reality in the field has not been entirely capable of formal thinking so that a learning media is needed that is able to serve students with different cognitive development. By using the principles of ASSURE and VISUALS, it is necessary to develop a medium tailored to the cognitive development of junior high school students. Semi-concrete media development can be used as an alternative to mathematics learning. Some concrete semi that can be used in learning such as number cards, number lines, and comics.
The use of current and emerging tools in education is becoming a blistering topic among educators and educational institutions. Gaming in education may be viewed as an interference to learning but its role in education is to increase students' motivation and engagement, to enhance visual skills, to improve students' interaction and collaboration abilities with their peers and to enable them to apply gaming values in a real-world situation. Educational technology is being used to simplify and improve learning but using technology in education does not directly impact student achievement as the technology tools have to be in line with the curriculum for them to be effective. This paper discusses the implementation and use of gaming applications in teaching History, a subject which is mainly concerned about facts, by highlighting the role games have in education. The design of games such as word search, crossword, jigsaw puzzle, brain teasers and sliding puzzle using an open source tool called ProProfs is also discussed in this paper.
Science teachers’ experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants who had used computer games in teaching had more positive attitudes toward the use of educational computer games in the classroom than those who had not used games. Middle school teachers were more confident and reported a higher level of perceived benefits than did high school teachers. Potential distractions appeared to be the major concern the participants had about using computer games in the classroom. The major barriers to integrating educational computer games into the classroom included lack of computers, lack of time, time needed for preparation for school and national high-stakes testing, and lack of knowledge about science games. Participants indicated their greatest needs were computers and access to trial versions of games to integrate educational computer games effectively in their classrooms. Participants reported that a computer game must be aligned with state and national standards, free, compatible with school computers, fun, challenging, proven to be effective, and easy to use in order to be used in their classroom.
In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the “common knowledge” and “consensus” that there is a decline in students’ attention 10–15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students.
In the last years, there has been an increasing interest in the design of video games as a tool for education, training, health promotion, socialization, etc. Usability, which is a key factor in any video game, becomes even more important in these so-called “serious games”, where the users’ special characteristics should be considered, and the game efficacy depends on the users’ adherence and engagement. However, evaluation of the usability of this kind of games requires a redefinition of techniques, methods and even terminology. In this paper, we elicit six research questions and conduct a systematic review of the scientific literature, which resulted in the selection of 187 papers that contained the most relevant responses. The conclusions of this systematic review illustrate the general status of current academic usability evaluations of these games and the main trends in the selection of methodologies and how are they applied. This view may be a very valuable foundation for future research.
In this study, a mathematical game-based learning environment is developed on e-books for helping children reduce mathematical anxiety and improve their self-efficacy, motivation, and achievements in learning mathematics. To evaluate the effectiveness of the proposed approach, an experiment was conducted on an elementary school mathematics course. With quasi-experimental research, a total of 69 pupils in three classes were selected as the research subjects. One class was assigned to be experimental group A, another class was experimental group B, and the third was the control group. Each group consisted of 23 students. In the experimental process, the three groups took pre-tests, had experimental instruction, and then took post-tests. The experimental results show that the game-based e-book learning model effectively promoted the students’ learning achievement, self-efficacy, and motivation of mathematics. However, no significant differences were found between the mathematical anxiety ratings of the three groups.
The main focus of this informative article is to bring attention to experimental research in the field of information systems, especially for novice researchers such as doctoral students. In the past three decades, information systems research has been heavily focused on theoretical model development and testing using survey-based methodology. However, criticism on such an approach has been prevalent. Experimental research has been used extensively in the 'hard' sciences and has provided a solid foundation for advancement in those fields. Incorporating a greater emphasis on experimental studies in information systems research is a route to similar advancements in that domain. Although this paper presents little new information, it attempts to make the wealth of existing information on experiments and quasi-experiments usable by the novice researcher. As such, we start by defining the term experiment and argue for its importance in the context of information systems research. We then discuss three key categories of experimental design: lab-experiments, quasi-experiments, and factorial design experiments. In each of the key experimental categories, we provide examples of common type(s) of design. Within the lab-experiment, we explore pretest-posttest with control group and Solomon four-group designs. In the quasi-experiment, we discuss nonrandomized pretest-posttest control group design, control-group time series design, and multiple baseline design. We examine factorial design with a discussion of the ex-post facto type of experiment. We conclude the paper with discussions about importance of increased use of experimental research in information systems and it's relevancy to practice and advancement of knowledge. Keywords: experimental research, research design, experimental design, lab-experimental de-sign, quasi-experimental design, experiments in information systems research.
The goals of the review are threefold: (a) to highlight the educational and employment consequences of poorly developed mathematical competencies; (b) overview the characteristics of children with mathematical learning disability (MLD) and with persistently low achievement (LA) in mathematics; and (c) provide a primer on cognitive science research that is aimed at identifying the cognitive mechanisms underlying these learning disabilities and associated cognitive interventions. Literatures on the educational and economic consequences of poor mathematics achievement were reviewed and integrated with reviews of epidemiological, behavioral genetic, and cognitive science studies of poor mathematics achievement. Poor mathematical competencies are common among adults and result in employment difficulties and difficulties in many common day-to-day activities. Among students, ∼ 7% of children and adolescents have MLD and another 10% show persistent LA in mathematics, despite average abilities in most other areas. Children with MLD and their LA peers have deficits in understanding and representing numerical magnitude, difficulties retrieving basic arithmetic facts from long-term memory, and delays in learning mathematical procedures. These deficits and delays cannot be attributed to intelligence but are related to working memory deficits for children with MLD, but not LA children. These individuals have identifiable number and memory delays and deficits that seem to be specific to mathematics learning. Interventions that target these cognitive deficits are in development and preliminary results are promising.
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
The COVID-19 pandemic induced a radical shift from face-to-face lectures to online learning in university mathematics instruction, which confronted students with a high self-regulatory demand We investigated the role of students’ motivational and emotional orientations regarding mathematics in coping with this demand. Among N=123 university students (54 women) studying mathematics at the tertiary level, two clusters differing in mathematics related interest, anxiety, self-concept, and work ethics could be identified—namely less promising (n=63) and more promising (n=60) motivational and emotional orientations. Controlling for gender and general attitude towards learning mathematics with information and communications technology (ICT), students in the more promising cluster reported higher expectation of success, higher need for face-to-face social interaction, and less preference for online learning formats after the pandemic situation than students from the less promising cluster. However, students in different clusters did not differ significantly in their subjective task value, their learning outside of course structures, and their appreciation of digital learning formats. The results suggest that a positive general attitude towards learning with ICT was the key element influencing students’ coping with learning in the pandemic situation. In addition, particularly students demonstrating more promising orientations were eager to return to face-to-face instruction.
This study addresses the issue of curiosity‐driven inquiry learning by examining the interplay among students’ inquiry‐related curiosity, laboratory engagement, and inquiry abilities and investigates how their learning experiences would associate with such interplay. We employed structural equation modeling to analyze data collected from 920 eighth graders and 1,090 eleventh graders, including their performances on a multimedia‐based assessment of scientific inquiry abilities and their responses to items in an online questionnaire. The results revealed that, for students from both grades, inquiry‐related curiosity was associated with their inquiry abilities, and that the association was mediated by their inquiry‐related laboratory engagement. Furthermore, the analyses showed that both formal and informal experiences were associated with the laboratory engagement of students from both grades through curiosity. Yet, the results indicated that, although the roles of the two types of experiences varied in the associations, formal science experience had stronger associations with students' inquiry abilities than informal science experience for both graders. Taken together, this study supports the importance of having curiosity‐driven engagement and suggests that the science education community should collaboratively offer secondary school students such learning opportunities in formal and informal science learning settings.
Writing effective learning objectives is a necessary skill in academic medicine. Learning objectives are clearly written, specific statements of observable learner behavior or action that can be measured upon completion of an educational activity. They are the foundation for instructional alignment whereby the learning objectives, assessment tools, and instructional methods mutually support the desired learning outcome. This review article describes the essential components of a learning objective and provides practical tips on writing well-defined learning objectives.
Educational video games represent an educational change that challenges teachers and managers of Higher Education institutions in several ways including their attitude formation and behavioural intention. Using a Technology Acceptance Model (TAM) approach a research model is developed to predict teachers’ behavioural intention to use educational video games in their courses. The research model is tested via structural equation modelling (SEM) on a sample of 312 Higher Education teachers. Main results suggest that perceived usefulness influences in a direct and positive way teachers’ behavioural intention while perceived ease of use indirectly influences intention through perceived usefulness. Gender and age were not found to moderate teachers’ attitude and behavioural intention. Regarding managerial implications, our findings suggest that Teacher Training Programmes aiming to encourage the use of educational video games should focus in increasing teachers’ perceived usefulness of educational video games. Limitations of the study and future research lines are also addressed.
Teachers' perceptions of the usefulness of digital games might be a reason for the limited application of digital games in education. However, participants in most studies of teaching with digital games are teachers who do not use digital games regularly in their teaching. This study examined the practice-based perceptions of teachers who do teach with digital games - either playing or creating games - in their classroom. Semi-structured interviews were conducted with 43 secondary education teachers. Our findings showed that most teachers who actually use games in class perceived student engagement with a game and cognitive learning outcomes as effects of the use of games in formal teaching settings. Fewer teachers mentioned motivational effects of learning with digital games. The implications of these findings for the use of digital games in teachers’ educational practice are discussed.
A frequent motivation behind the development of serious games is the notion that game play provides a greater level of motivation or engagement that encourages players to perform better or complete more difficult challenges. There are in truth many aspects to concepts such as engagement, immersion, flow or other terms used to motivate the use of games in place of more traditional didactic training approaches. In this paper we discuss some of the issues of usability and its relation to engagement. This discussion is framed in relation to a usability study of a serious game that is being developed to support psychological counseling of individuals with comorbidity of depression and alcohol use disorders. We compare issues of usability and engagement in the serious game called Shadow directly with a more traditional online intervention program called SHADE. The study uses previously established surveys, namely, the System Usability Scale, the Perceived Usefulness and Ease of Use, and a modified survey for measuring Engagement to compare the two approaches. Results from a pilot study with 10 participants frame a discussion of the role usability plays in designing for engagement in serious games such as Shadow.
The use of games in education represents a promising tool to motivate and engage students in their learning process. Most of previous research on the topic has focused to develop theoretical frameworks or to conduct experiments as a means to analyse learning outcomes such as knowledge retention, problem‐solving skills gains or attitudes toward game‐based learning. Nevertheless, little research has focused on providing a comprehensive literature review, which will help researchers to better understand how this stream of research has evolved over the last years. In this study, we use a bibliometric, social network and text mining analysis in order to provide useful up‐to‐date information to picture the state of the art about current research and evolution of the topic. Analysis on a sample of 139 articles published in top journals over the last 5 years (2010–2014) allowed identifying relevant authors and institutions, key constructs and themes involved, and trends of knowledge development. Main findings suggest an increasing academic interest on the topic over the last 5 years and a wide variety of constructs that were clustered in four main themes that we named: (i) effectiveness , (ii) acceptance , (iii) engagement and (iv) social interactions . Future research lines are also addressed.
Lay Description
What is currently known about the use of games in education
Games can increase students' intrinsic motivation to learn.
Games support active learning.
Games facilitate scaffolded instruction based on each individual student's needs.
What this paper adds to this
This study identifies the most relevant researchers in this research area.
This study identifies the most relevant institutions involved in this research area.
This study identifies the main topics and themes researched by researchers.
This study identifies the main methodological approach used by researchers.
Findings for practitioners
Relevant researchers and institutions to collaborate with.
Topics and themes under research.
Methods used to research the use of games in education.
Interest is a powerful motivational process that energizes learning, guides academic and career trajectories, and is essential to academic success. Interest is both a psychological state of attention and affect toward a particular object or topic, and an enduring predisposition to reengage over time. Integrating these two definitions, the four-phase model of interest development guides interventions that promote interest and capitalize on existing interests. Four interest-enhancing interventions seem useful: attention-getting settings, contexts evoking prior individual interest, problem-based learning, and enhancing utility value. Promoting interest can contribute to a more engaged, motivated, learning experience for students.
Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.
The Power of Interest for Motivation and Engagement describes the benefits of interest for people of all ages. Using case material as illustrations, the volume explains that interest can be supported to develop, and that the development of a person’s interest is always motivating and results in meaningful engagement. This volume is written for people who would like to know more about the power of their interests and how they could develop them: students who want to be engaged, educators and parents wondering about how to facilitate motivation, business people focusing on ways in which they could engage their employees and associates, policy-makers whose recognition of the power of interest may lead to changes resulting in a new focus supporting interest development for schools, out of school activity, industry, and business, and researchers studying learning and motivation. It draws on research in cognitive, developmental, educational, and social psychology, as well as in the learning sciences, and neuroscience to demonstrate that there is power for everyone in leveraging interest for motivation and engagement.
Many students possess low confidence toward learning mathematics, which, in turn, may lead them to give up pursuing more mathematics knowledge. Recently, game-based learning (GBL) is regarded as a potential means in improving students' confidence. Thus, this study tried to promote students' confidence toward mathematics by using GBL. In addition, this study also investigated whether GBL is beneficial to all students with various abilities. The results demonstrated that this approach yielded better outcomes than the paper-based setting in both students' confidence and students' performance. The students with high and low levels of ability in the GBL group gained a significant improvement on the confidence toward mathematics. Additionally, low-ability students in the GBL group attained better mathematics performance than those in the paper-based setting. © International Forum of Educational Technology and Society (IFETS).
Attention is the most powerful asset of human beings, and if correctly used, it can have numerous benefits. At the same time it is very difficult to master. A descriptive survey was conducted to assess the impact of teaching time that is classes for two hour, on attention and concentration of student nurses. The study was conducted in selected College of Nursing, Dehradun, Uttarakhand, INDIA. Ninety one student nurses were selected by simple randomization. Data was collected through self-reported checklist. Majority, 95% of the students, were between the age group of 18 - 22 years. Forty five percent students were from GNM group and 55% students were from B.Sc. group. Result shows that 44% students had good attention and concentration, 46% students had an average attention and concentration and 10% of students had poor attention and concentration score during the teaching - learning activities.
Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students’ final exam scores was mediated by students’ levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.
Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated whether heuristic evaluation of our multimedia e-learning resource by a panel of experts would be an effective and efficient alternative to testing with end users. We engaged six inspectors, whose expertise included usability, e-learning, instructional design, medical informatics, and the content area of nephrology. They applied a set of commonly used heuristics to identify usability problems, assigning severity scores to each problem. The identification of serious problems was compared with problems previously found by user testing. The panel completed their evaluations within 1 wk and identified a total of 22 distinct usability problems, 11 of which were considered serious. The problems violated the heuristics of visibility of system status, user control and freedom, match with the real world, intuitive visual layout, consistency and conformity to standards, aesthetic and minimalist design, error prevention and tolerance, and help and documentation. Compared with user testing, heuristic evaluation found most, but not all, of the serious problems. Combining heuristic evaluation and user testing, with each involving a small number of participants, may be an effective and efficient way of improving the usability of e-learning materials. Heuristic evaluation should ideally be used first to identify the most obvious problems and, once these are fixed, should be followed by testing with typical end users.
Principles of Teaching |: A Modular Approach Quezon City
- Lydia N Agno
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Agno, Lydia N. Ph D. (2014) Principles of Teaching |: A Modular Approach Quezon City: C & E Publising Inc.
Serious games and learning effectiveness: the case of its deal!
- M Aleson-Carbonell
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Aleson-Carbonell, M., & Guillen-Nieto, V. 2012. Serious games and learning effectiveness: the case of its deal!. Computers &
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Validation and Effectiveness of Multimedia Instructional Materials in Teaching Math in San Isidro Elementary School
- Errol Baltazar
Baltazar, Errol.Validation and Effectiveness of Multimedia Instructional Materials in Teaching Math in San Isidro Elementary
School. 2015
Module:Systems of Linear Equations in Two Variables
- Joey Baltazar
Baltazar Joey.Module:Systems of Linear Equations in Two Variables.2015
(eds) Human-Computer Interaction. Theory, Design, Development and Practice. HCI
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