Gamified Online Active Learning Theory

Ohn, May Honey; Yusof, Shahril; Lansing, Meryl Grace; Ravindran, Bareth; Nisar, Kashif; Mchucha, Issa; Iswandono, Zamhar; Luen, Ng Pey; Ohn, Khin Maung

doi:10.1109/iicaiet.2018.8638463

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…In view of limited student–tutor contact time, online and blended learning method, for an instance, using gamified e-learning platform (GaMED ECG@™) [ 34 ] protects face-to-face contact time while engaging and motivating students in learning ECG. Gamified learning experience also allows medical students to attain the problem-solving skills of ECG interpretation [ 35 ]. Ohn et al .…”

Section: Discussionmentioning

confidence: 99%

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A qualitative study on negative attitude toward electrocardiogram learning among undergraduate medical students

2020

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Objective: Negative affect state toward learning has a substantial impact on the learning process, academic performance, and practice of a particular subject, but such attitude toward electrocardiogram (ECG) learning has still received relatively little attention in medical education research. In spite of the significant emphasis in investigating ECG teaching method, the educators would not be able to address ECG incompetency without understanding the negative perception and attitude toward ECG learning. The purpose of this study was to assess the undergraduate students' difficulties in ECG learning and hence help educators design appropriate ECG learning curriculum to instill competent skill in ECG interpretation based on this outcome. Materials and Methods: A total of 324 undergraduate preclinical (year 2) and clinical (year 3–5) medical students participated in this study. The research design used thematic analysis of an open-ended questionnaire to analyze the qualitative data. Results: The thematic analysis detected five major emergent themes: lack of remembering (18.2%), lack of understanding (28.4%), difficulty in applying (3.6%), difficulty in analysis (15.1%), and difficulty in interpretation (17.8%), of which addressing these challenges could be taken as a foundation step upon which medical educators put an emphasis on in order to improve ECG teaching and learning. Conclusion: Negative attitude toward ECG learning poses a serious threat to acquire competency in ECG interpretation skill. The concept of student's memorizing ECG is not a correct approach; instead, understanding the concept and vector analysis is an elementary key for mastering ECG interpretation skill. The finding of this study sheds light into a better understanding of medical students' deficient points of ECG learning in parallel with taxonomy of cognitive domain and enables the medical teachers to come up with effective and innovative strategies for innovative ECG learning in an undergraduate medical curriculum.

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Section: Discussionmentioning

confidence: 99%

“…Ohn et al . (2018) proposed the gamified online active learning theory in which the incorporation of game characteristics takes effect on positive attitude and behavior of learners through engagement [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

A qualitative study on negative attitude toward electrocardiogram learning among undergraduate medical students

2020

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“…Pupils are going through guided learning and being familiar with the knowledge as they have to create learning from their experience. Pupils experience learning situation through the knowledge and the learning process (Ohn, 2018). Pupils can access vocabulary words any time through online games instead of been given vocabulary list.…”

Section: Constructivist (Active Learning Theory)mentioning

confidence: 99%

Pupils’ Perception on Online Games for ESL Vocabulary Learning Among Primary School Pupils

Esa¹,

Hashim²,

Jamal³

2021

IJARPED

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Pupils are exposed to technology ever since early age. Online games are one of the widely used leisure activities yet an amusing and exciting medium of learning to learners especially among primary school pupils. It is undeniable that learning second language is challenging. In learning the language, vocabulary learning is important as it is part of the language. As a young learner, pupil still need to apprehend and views English as an important language. Teachers need to persuade the pupils in learning second language but one of the most crucial problems is that pupils are lack of vocabulary. So online games expectantly will help pupils to learn vocabulary unconditionally. This paper discusses pupils' perception on online games for ESL vocabulary learning. The aim of this paper is to review the relationship between learning vocabulary through online games in ESL language classes. Significantly, pupils will be able to come across new words through games with pleasure. Future research can look into any potential gap that might exist to learn ESL vocabulary successfully.

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