Raising Academic Performance in Socio-cognitive Conflict Learning Through Gamification

Zhou, Long; Luo, Dehong; Kiu, Kai; Gao, Hongli; Qu, Jing; Hu, Xiangen

doi:10.1007/978-3-030-52240-7_33

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…Cognitive conflict learning aims to help students in the process of changing concepts (Long et al 2020). This learning can overcome the problem of understanding the concepts experienced by students by involving deep thinking (Shen et al 2020).…”

Section: Introductionmentioning

confidence: 99%

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning

Mufit

Wang

Puspitasari

2020

jpppf

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Problems often experienced by students in learning physics are misconceptions and low understanding of concepts. One solution to this problem is to apply conflict cognitive learning. The purpose of this study was to analyze: (1) the problems that lead to the application of cognitive conflict learning, especially in physics learning, (2) the stages of cognitive conflict learning that are often used, (3) the effect of cognitive conflict learning on education levels, (4) the effect of cognitive conflict learning on eye lessons, and (5) the effect of cognitive conflict learning on learning competencies. This study uses a meta-analysis method, namely analyzing similar scientific article documents. The sample consisted of 25 national and international articles published in 2012-2020. Data analysis used the effect size equation, percentage techniques, and descriptive analysis. The results and findings of the study indicate: (1) The problems that often cause cognitive conflict learning to be applied to physics learning are poor understanding of concepts and misconceptions, (2) Learning conflict cognitive has different stages, but the most widely used consists of three main steps, (3) Cognitive conflict learning has a high effect on being applied in high school, (4) high effect cognitive conflict learning is applied to physics lessons, and (5) Learning conflict cognitive has a high influence in increasing understanding of concepts and overcoming misconceptions, especially physics. This study indicates that cognitive conflict learning has a good influence in overcoming conceptual understanding problems, especially in learning physics in high school.

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Section: Introductionmentioning

confidence: 99%

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning

Mufit

Wang

Puspitasari

2020

jpppf

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“…In general, the existing literature suggests that the hybrid modality is the most recommended, as it allows students to show engagement in the face-to-face sessions but under the neutrality and competition of the online modality. Synchronicity creates a positive learning synergy after conflicts within the formed teams, which is reinforced by the GBL process between groups based on a competitive strategy [36]. Suppose lecturers want to conduct GBL activities fully or partially online; in that case, they need to evaluate the digital competencies of themselves and students, as well as the possibilities of access to the Internet and computers or cell phones that allow the introduction of online or hybrid tests.…”

Section: Preparation Phasementioning

confidence: 99%

Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers

et al. 2023

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Emerging trends such as digitalization, globalization, and the COVID-19 pandemic are forcing higher education institutions to undergo constant organizational and technological changes and to introduce innovative pedagogical approaches suitable for teaching a new generation of students—the so-called digital natives. The goal of this paper is to engage in the ongoing debate in higher education about new teaching methods, i.e., game-based learning methods, which meet the needs of digital natives. They have grown up in a fast-paced, technology-driven society, which has affected how they absorb information, their ability to concentrate for extended periods, and their motivation and engagement in the learning process. Existing research suggests that implementing the game-based learning method can be very difficult and costly, as it often requires adapting the freely available game to the requirements of the particular course and additional investment in purchasing appropriate equipment. In this paper, we develop a comprehensive procedure for introducing a cost-effective game-based learning method in higher education, which includes thirteen steps to help lecturers introduce game-based activities straightforwardly into their teaching processes. In addition, we also present security, cultural, and quality assurance issues that need to be considered when implementing game-based learning in higher education.

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“…Kemudian untuk tahap sintak model pembelajaran konflik kognitif juga terbilang mudah digunakan oleh siswa, baik tahap 1) aktivasi prakonsepsi dan miskonsepsi, 2) penyajian konflik kognitif, 3) penemuan konsep dan persamaan, 4) refleksi. Menurut Long et al, (2020) konflik kognitif bertujuan untuk memudahkan siswa dalam perubahan konsep dan sejalan dengan Puspitasari et al, (2021) yang menyatakan bahwa konflik kognitif berpengaruh dalam meningkatkan pemahaman konsep dan mengurangi miskonsepsi pada materi fisika. Maka dari itu kemudahan sintak model pembelajaran yang digunakan harus senantiasa diperhatikan.…”

Section: Benefitunclassified

Kepraktisan E-Book Berbasis Konflik Kognitif Menginterasikan Real Experiment Vidio Analysis Untuk Meningkatkan Pemahaman Konsep Siswa

Puspitasari

Mufit

Wang

2022

JPPF

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The development of the 4.0 revolution era is very influential on technological developments. Students are required to be more active and independent in learning in developing their potential. This study aims to determine the practicality of cognitive conflict-based e-books to integrate real experimental video analysis to improve students' conceptual understanding. This research method is development research or Development and Research. The development model used is the Plomp 2013 development model, which consists of three stages, namely the preliminary research, development or prototype phase and the Assessment phase. The e-book design developed is based on four syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, reflection. In the third syntax, real experiment video analysis is integrated. The instrument used is a one to one and small group practical sheet instrument. The assessment of the instrument is based on three components, namely 1) ease of use, 2) attractiveness, 3) benefits. The Instrument was analyzed with a Likert Scale. The results of the analysis show that cognitive conflict-based e-books that integrate real experimental video analysis to improve students' understanding of concepts have been practically used in physics learning.

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Raising Academic Performance in Socio-cognitive Conflict Learning Through Gamification

Cited by 4 publications

References 6 publications

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning

Meta-Analysis of the Effect of Cognitive Conflict on Physics Learning

Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers

Kepraktisan E-Book Berbasis Konflik Kognitif Menginterasikan Real Experiment Vidio Analysis Untuk Meningkatkan Pemahaman Konsep Siswa

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