Mobile Game-based Learning for Online Assessment in Collaborative Learning

  • Authors

    • Nur Yasmin Khairani Zakaria
    • Hafiz Zaini
    • Fairus Hamdan
    • Helmi Norman
    2018-11-26
    https://doi.org/10.14419/ijet.v7i4.21.21620
  • mobile-game based learning, collaborative learning, single-group experiment, achievers, massive open online courses, higher education

  • Mobile technologies have impacted the educational scenario by allowing connectivity and seamlessness in teaching and learning. Previous studies have indicated that there is a lack of studies on mobile game-based learning, especially in real time blended learning settings. In addition, previous researches have also indicated that competitive aspect is able to enhance the learning process. As such, to solve the problems and fill the gaps, we investigated mobile game-based learning in an ethnic relations course at higher educational settings. The software used was Kahoot and it allowed assessing students’ achievement via a mobile game-based learning approach. The approach applied was single-group experiment using a massive open online course (MOOC) on ethnic relations. We analyzed the achievement of students using mobile game-based learning and assess after pre- and post-sessions in a period of two months. Findings show that there are three types of learners in mobile game-based learning which are: high achievers, gradually-increasing achievers, and gradually-decreasing achievers. Findings also indicate that mobile-game based learning can potentially be used for promoting engagement in learning. In sum, the paper showed that there are different type of learning in mobile game-based learning and it can be used to increase the level of engagement in learning.

  • References

    1. [1] Bordens KS, Abbott BB. Instructor's Manual to Accompany Research Design and Methods: A Process Approach Methods: A Process Approach

      [2] Burguillo JC. Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education. 2010 Sep 1;55(2):566-75.

      [3] Çakıroğlu Ü, Başıbüyük B, Güler M, Atabay M, Memiş BY. Gamifying an ICT course: Influences on engagement and academic performance. Computers in human behavior. 2017 Apr 1;69:98-107.

      [4] Chicago Wang AI, Lieberoth A. The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot. InEuropean Conference on Games Based Learning 2016 Jan (p. 738). Academic Conferences International Limited.

      [5] Covington MV. Motivated cognitions. InLearning and motivation in the classroom 2017 Sep 13 (pp. 139-164). Routledge.

      [6] Ebner M, Holzinger A. Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & education. 2007 Nov 1;49(3):873-90.

      [7] Graham CR, Allen S, Ure D. Blended learning environments: A review of the research literature. Unpublished manuscript, Provo, UT. 2003.

      [8] Graham, C. R., & Dziuban, C. (2008). Blended learning environments. Handbook of research on educational communications and technology, 3, 269-276.

      [9] Hossain MS, Islam MS, Glinsky JV, Lowe R, Lowe T, Harvey LA. A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial. Journal of physiotherapy. 2015 Jan 1;61(1):21-7.

      [10] Huang YM, Huang YM, Huang SH, Lin YT. A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use. Computers & Education. 2012 Jan 1;58(1):273-82.

      [11] Hwang GJ, Wu PH. Applications, impacts and trends of mobile technology-enhanced learning: A review of 2008–2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation. 2014 Jan 1;8(2):83-95.

      [12] Kassim Z, Ahmad AR. e-Pembelajaran: Evolusi Internet Dalam Pembelajaran Sepanjang Hayat. InProceedings of Regional Conference on Knowledge Integration in ICT 2010 (Vol. 218, p. 2010).

      [13] Liyanagunawardena, T.R., Adams, A.A. and Williams, S.A., 2013. MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), pp.202-227.

      [14] Mayisela T. The potential use of mobile technology: enhancing accessibility and communication in a blended learning course. South African Journal of Education. 2013;33(1).

      [15] Means B, Toyama Y, Murphy R, Baki M. The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record. 2013 Mar 1;115(3):1-47.

      [16] Na Z. A study of high school students’ English learning anxiety. The Asian EFL Journal. 2007 Sep;9(3):22-34.

      [17] Özy G, Memiş A, Temur T. Metacognition, study habits and attitudes. International Electronic Journal of Elementary Education. 2017 Aug 25;2(1):154-66.

      [18] Pappano L. The Year of the MOOC. The New York Times. 2012 Nov 2;2(12):2012.

      [19] Perrotta C, Featherstone G, Aston H, Houghton E. Game-based learning: Latest evidence and future directions. Slough: NFER. 2013 Apr.

      [20] Rachels JR, Rockinson-Szapkiw AJ. The effects of a mobile gamification app on elementary students’ Spanish achievement and self-efficacy. Computer Assisted Language Learning. 2018 Jan 2;31(1-2):72-89.

      [21] Reinders H, Wattana S. Affect and willingness to communicate in digital game-based learning. ReCALL. 2015 Jan;27(1):38-57.

      [22] Santoso S. Pengaruh model pembelajaran kolaboratif dan motivasi belajar terhadap peningkatan hasil belajar fisika siswa kelas X SMA Negeri 1 Purwantoro Wonogiri, Jawa Tengah. Berkala Fisika Indonesia. 2013 Jan 2;5(1):15-9.

      [23] Savignon SJ. Communicative competence. The TESOL Encyclopedia of English Language Teaching. 2018 Feb 12:1-7

      [24] Thorpe M. Rethinking learner support: The challenge of collaborative online learning. Open learning. 2002 Jun 1;17(2):105-19.

      [25] Graham, C. R. (2006). Blended learning systems. The handbook of blended learning, 3-21.

      [26] Yildirim I. Students' Perceptions about Gamification of Education: A Q-Method Analysis. EGITIM VE BILIM-EDUCATION AND SCIENCE. 2017 Jul 1;42(191):235-46.

      [27] Khaleel FL, Wook T, Meriam TS, Ismail A. Gamification elements for learning applications. International Journal on Advanced Science, Engineering and Information Technology. 2016 Dec 22;6(6):868-74.

      [28] Khaleel FL, Ashaari NS, Wook TS, Ismail A. User-enjoyable learning environment based on Gamification elements. InComputer, Communications, and Control Technology (I4CT), 2015 International Conference on 2015 Apr 21 (pp. 221-226). IEEE.

      [29] Khaleel FL, Ashaari NS, Meriam TS, Wook T, Ismail A. The study of gamification application architecture for programming language course. InProceedings of the 9th International Conference on Ubiquitous Information Management and Communication 2015 Jan 8 (p. 17). ACM.

      [30] Azmi MA, Singh D. Schoolcube: gamification for learning management system through microsoft sharepoint. International Journal of Computer Games Technology. 2015 Jan 1;2015:9.

      [31] Norman H, Nordin N, Din R, Ally M, Dogan H. Exploring the roles of social participation in mobile social media learning: A social network analysis. The International Review of Research in Open and Distributed Learning. 2015 Nov 2;16(4).

      [32] Nordin N, Norman H, Embi MA, Mansor AZ, Idris F. Factors for Development of Learning Content and Task for MOOCs in an Asian Context. International Education Studies. 2016;9(5):48-61.

      [33] Yunus, M. M., Hashim, H., Ahmad, A. R., Sulaiman, N. A., Fadzila, A. S., Nurfitri, A., ... & Hasmirah, N. (2018). MOOC as a Platform for Developing Writing Skills: Effectiveness and Challenges. Advanced Science Letters, 24(1), 199-201.

      [34] Daud NS, Daud NM, Kassim NL. Second language writing anxiety: Cause or effect?. Malaysian journal of ELT research. 2016 Dec 8;1(1):19.

      [35] Qian M, Clark KR. Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior. 2016 Oct 31;63:50-8.

      [36] Kaneko K, Saito Y, Nohara Y, Kudo E, Yamada M. Does Physical Activity Enhance Learning Performance?: Learning Effectiveness of Game-based Experiential Learning for University Library Instruction. The Journal of Academic Librarianship. 2018 Jul 10.

  • Downloads

  • How to Cite

    Yasmin Khairani Zakaria, N., Zaini, H., Hamdan, F., & Norman, H. (2018). Mobile Game-based Learning for Online Assessment in Collaborative Learning. International Journal of Engineering & Technology, 7(4.21), 80-85. https://doi.org/10.14419/ijet.v7i4.21.21620