Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

Nagar, Noga Magen; Shachar, Hanna; Argaman, Osnat

doi:10.28945/4405

Cited by 12 publications

(15 citation statements)

References 42 publications

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“…Another factor that hinders online teaching or learning is the communication gap between teachers and students, due to which faculty members cannot get students' feedback properly and thus cannot collaborate actively. A similar challenge was also identified by Magen-Nagar et al (2019). Similarly, students' active participation is necessary for efficient learning, whereas low attendance of students is found as another challenge that affects their learning process negatively.…”

Section: Discussionsupporting

confidence: 53%

The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

et al. 2021

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Aim/Purpose: This study aims to examine the challenges faculty members face with online teaching practices in public universities in Karachi, Pakistan during the COVID-19 pandemic. Faculty members’ pedagogical experiences were examined by following the approach of the technology acceptance model (TAM) framework presented by Davis in 1986 and 1989. Background: The COVID-19 pandemic has significantly affected educational activities and disrupted the traditional norms of education at colleges and universities in the world, and, as a result, teaching and learning have shifted to online. Accordingly, the outcome of the COVID-19 pandemic has unexpectedly forced educators and educational leaders to analyze pedagogical measures to offer quality education to students and make changes to their curriculum and instruction. Methodology: This study used a mixed-method research design with closed-ended surveys and interviews. The researchers distributed online questionnaires and conducted phone call interviews, followed by simple random sampling approach to strengthen data collection and analysis. The research data were analyzed through descriptive statistical tests, including mean, standard deviation, and Pearson correlation, and thematic analysis. Contribution: By examining the challenges faculty members face with online teaching practices, this study contributes to the literature knowledge to advance the Practical-Knowledge gap (the lack of empirical studies in the context of practice and theoretical perspective) by knowing faculty members’ experiences and attitudes regarding online teaching in public universities in Karachi, Pakistan. The adopted framework of the technology acceptance model provides confirmation of reliability in the context of higher education institutions, which can help explore pedagogical challenges and practices of teachers who teach online in other provinces in Pakistan, cultures, and countries. This study provides suggestions to online teachers in Pakistan to sort out their challenges. Findings: The findings highlight a favorable attitude of faculty members’ usage of virtual platforms for teaching. Likewise, faculty members encountered several challenges that caused restrictions in accomplishing competent teaching and learning. Furthermore, faculty members lacked sound experience in conducting online classes and were not given adequate technical assistance or ICT infrastructure to cope with the technical challenges. Recommendations for Practitioners: It is recommended by this study that teachers should be given adequate professional development opportunities to develop technical and ICT infrastructure competencies to facilitate them to successfully teach online. Recommendation for Researchers: Another study should be conducted at the national level to reinforce the understanding and generalization of this study’s results. Furthermore, this study assessed public universities faculty members’ experiences through self-reported surveys and interviews. However, future researchers should employ other means and methods of examination such as private universities, public universities, primary schools, middle schools, secondary schools, and observations or focus group discussions to broaden the understanding of online teaching practices and challenges in Pakistan. Impact on Society: By examining faculty members’ experiences and challenges of teaching online, this study will help educators and educational leaders to raise the quality of online teaching in Pakistan by knowing the appropriate solutions and recommendations. Future Research: This study examined the adoption of three ICT indicators through pedagogical practices such as perceived usefulness, perceived ease of use, and attitude to use. For future studies, researchers and practitioners should evaluate other indicators such as students’ learning outcomes.

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Section: Discussionsupporting

confidence: 53%

The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

et al. 2021

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“…The predictive models 1 (90.48%), 2 (88.10%) and 3 (78.57%) on the use of the WATLSD during the learning process have an accuracy greater than 78.50%. Finally, this research shares the ideas of various authors (e.g., [1], [12]) on the fundamental role of technology in the educational field. In particular, the WATLSD allows innovating school activities in the Financial Mathematics course.…”

Section: Development Of Mathematical Skillsmentioning

confidence: 55%

“…Today, technology is changing the way of assimilating knowledge and developing the skills of students [1], [2]. In the 21st century, Internet is modifying the organization of school activities and educational practices [3], [4].…”

Section: Introductionmentioning

confidence: 99%

Design, Construction and Evaluation of a Web Application for the Teaching-Learning Process on Financial Mathematics

Salas-Rueda

2020

Int. J. Emerg. Technol. Learn.

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This quantitative research aims to analyze the impact of the Web Application for the Teaching-Learning process on Simple Discount (WATLSD) through data science and machine learning (linear regression). The sample is composed of 42 students of the careers in Administration and Marketing who attended the Financial Mathematics course during the 2018 school year. The ADDIE model allows organizing the construction of the WATLSD through the stages of Analysis, Design, Development, Implementation and Evaluation. The results of machine learning indicate that the use of the WATLSD during the learning process positively influences the motivation, active role and development of mathematical skills. Likewise, data science establishes 3 predictive models on the use of the WATLSD in the educational field. Finally, advances in technology such as the WATLSD allow the creation of new virtual spaces for learning and teaching.

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“…Admittedly, some studies, that is, [5-7, 9, 10, 15, 49, 50, 53, 57], Liu and Chu [12,31,51,54,58], simultaneously reported multiple effect sizes that demonstrated the same research domain(s), that is, learning achievement, intrinsic motivation, or extrinsic motivation. For conciseness of the data, we combined some data investigating the same research domains, that is, learning achievement, intrinsic motivation, and extrinsic motivation by using the platform…”

Section: E Organization Of the Datamentioning

confidence: 99%

Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

Zhang

2022

Education Research International

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This meta-analysis aimed to investigate and compare the efficiencies of gamification and game-based learning in terms of learning achievement and motivation. With distinctive features, gamification and game-based learning were hypothesized to exert different effects on learning achievement and motivation. The effects on learning achievement were more stable and significant for game-based learning (ES = 0.54, 95% CI [0.38, 0.70]) than for gamification (ES = 0.85, 95% CI [0.32, 1.37]). The overall effects on motivation were more significant for gamification (ES = 0.77, 95% CI [0.53, 1.01]) than for game-based learning (ES = 0.60, 95% CI [0.42, 0.78]). Gamification exerted less significant but more stable effects on intrinsic motivation (ES = 0.64, 95% CI [0.37, 0.91]) than on extrinsic motivation (ES = 0.92, 95% CI [0.50, 1.34]). Game-based learning exerted less significant but more stable effects on extrinsic motivation (ES = 0.56, 95% CI [0.35, 0.77]) than on intrinsic motivation (ES = 0.62, 95% CI [0.12, 1.13]). The main conclusion was that gamification and game-based learning, as two distinct game-related pedagogies, differently influenced learning achievement, intrinsic motivation, and extrinsic motivation. The dependence on immersion subject to external or internal factors and ludic contexts associated with internalization of motivation influenced the effect stability on learning achievement and motivation.

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Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

Cited by 12 publications

References 42 publications

The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

The Challenges of Online Teaching in COVID-19 Pandemic: A Case Study of Public Universities in Karachi, Pakistan

Design, Construction and Evaluation of a Web Application for the Teaching-Learning Process on Financial Mathematics

Meta-Analysis on Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning

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