Constructivist Digital Game-Based Learning Courseware for Slow Learners with Numeracy Difficulties

Abstract

DGBL is a suitable tool for teaching slow learners, as it allows them to engage actively and practice DGBL Courseware as a learning tool. This paper aims to identify slow learners' difficulties in Mathematics. The develop a DGBL Courseware incorporating Constructivism principles and Engagement Game-Based Elements by Prensky. The research method focuses on following stages: requirement analysis, design and development, including alpha testing by validation from experts, and beta testing, which is user acceptance test to support the efficiency and effectiveness of the Courseware for further improvement. Keywords: Constructivism, Digital Game-Based Learning, Slow Learners, Mathematics eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2904

Courseware Development in Education: A Literature Review

“…Septiani's (2022) study looks the efficacy of this approach through experts' validation and positive student feedback, resonating with the observations of Wu and Tai (2016), Gunawardhana and Palaniappan (2016), and Syawaludin et al (2019). Game-based approaches, such as Pareja (2021) and Harikrishnan et al (2021), demonstrate the effectiveness of converting traditional lessons into educational games to enhance engagement and learning outcomes. Similarly, the gamification of content, as highlighted by Chen, Tsai & Chang (2019), Pratama and Setyaningrum (2018), and Bakan and Bakan (2018), reinforces the positive impact of such approaches on student participation and content comprehension.…”