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The popularity of digital games is undeniable. There are numerous studies on digital games based learning (DGBL) which demonstrate the increased interest in digital games among students. Conversely, there has been a significant decline of interest in learning science. DGBL merges principles and strategies from the game and education fields. It is believed the combination of these two fields would enhance interest in learning science as well as assist students to understand highly conceptual subjects such as Chemistry. However, researchers face challenges to integrate principles of games into educational theories which are often too broad to be implemented in DGBL development. As such, this conceptual paper tries to discuss the potential of merging game principles and learning strategies in DGBL for teaching science concepts.

In the period 2003 to 2005, a case study was conducted in an institution of higher education that was in the process of upgrading its status from being a college to that of a university college. A part of that change involved lecturers having to make a shift from being mainly concerned with teaching, to doing research as well. The case study looked into the perceptions and attitudes of the lecturers in making the behavioural and cultural change, from the perspective of knowledge worker motivation. In particular, it inquired into the nature of knowledge worker motivation as being intrinsically or extrinsically governed. A survey of all the lecturers was made through questionnaires and in depth interviews were conducted in a specific department. An 'intervention' in the form of a series of seminars to assess lecturers' perceptions of their research capabilities, was also implemented. A comparison of the empirical evidence and theoretical frameworks on knowledge worker motivation, led to findings that suggest that the three main factors of culture, career and commitment, underlie that motivation. Further, that the nature of knowledge worker motivation may need to be extrinsically derived. This in turn, would hold implications for future research into the intrinsically driven nature of knowledge worker motivation, as being the general case.

Abstract-Three-dimensional or 3D animation could increase students' learning especially in grasping difficult subject such as engineering subject. Unlike other subjects, implementation of engineering subject is a challenge. One of the problems is the need to provide learners with lab practice and hands-on work. Lab practice and hands-on work are essential in engineering learning as it enables students to look and hold engine parts and to feel its weight and texture and how it's been assembled with smaller parts. It is believed the usage of 3D animation would be one of a solution to solve the problem. This preliminary study investigates the usefulness of instructional 3D animation as a learning aid in an electrical engineering course. A cross-sectional survey method has been used as a research design for this pilot study. The study involves 34 students from an engineering course. It has been discovered that majority of the students strongly agree and agree the usage of 3d animation should be included as a learning component in engineering subjects.

3000 web technologies have been reported available in the net and some have been widely used in higher education institutions (HEIs). Many lecturers have recognized the advantages of emerging technologies implementation in education. It is believed that these emerging technologies promotes learner-centeredness and at the same time are useful for learning and teaching purposes. However, technology alone cannot guarantee positive learning outcomes. Thus, the descriptive study had been conducted to identify type of web technologies used by lecturers to enhance courses and to identify the lecturers' teaching practices when using the selected web technologies. This would help new lecturers or those who unfamiliar with the web 2.0 to choose which tools are suitable for which teaching practice. Respondents of the survey consisted of 113 lecturers from HEIs. The study was conducted in selected HEIs in Malaysia specifically in the state of Selangor and Wilayah Persekutuan Kuala Lumpur. It is identified that Blogs, Social Network sites and Video Sharing sites as the most popular web 2.0 applications used by these lecturers. The paper further explains teaching practices used by these lecturers when using the web technologies in the classes.

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