Rethinking the Ideology of Using Digital Games to Increase Individual Interest in STEM

Ishak, Shahrul Affendi; Din, Rosseni; Othman, Nabilah; Gabarre, Serge; Hasran, Umi Azmah

doi:10.3390/su14084519

Cited by 8 publications

(6 citation statements)

References 86 publications

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“…High-performers' increased level of agreement in the Interests construct may be related to how much they enjoyed and persisted in completing the assigned tasks from the WHIMC-based modules. This result corroborates the findings that using a digital game in teaching may be successful in fostering STEM interest (Bonner and Dorneich, 2016;Saricam and Yildirim, 2021;Ishak et al, 2022). Development of additional WHIMC-based modules focused on ecology topics might be needed to conduct a further evaluation to confirm or contrast the result of this study.…”

Section: Discussionsupporting

confidence: 87%

“…The study suggests that games may be successful in increasing interest in STEM (Bonner and Dorneich, 2016). Further, the simultaneous presence of learning experiences and player self-determination while playing a STEM digital game might foster STEM interest (Ishak et al, 2022). The positive effects of digital games on student achievement, skills acquisition, motivation, and engagement have influenced educators, game developers, funding organizations, and researchers to use games across many platforms to teach STEM subjects (Bertozzi, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Using Minecraft to cultivate student interest in STEM

2023

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Due to the popularity and flexibility of Minecraft, educators have used this game to develop instructional materials and activities to cultivate student interests in science, technology, engineering and mathematics (STEM). One example of such an initiative is the What-If Hypothetical Implementations in Minecraft (WHIMC) project of the University of Illinois Urbana Champaign. The study reported in this paper describes a WHIMC deployment in the Philippines and the effects this deployment had on student STEM interest. The study used quantitative and qualitative methods to determine the effect of WHIMC on the STEM interest of Filipino students. We performed quantitative analysis of the pre- and post-STEM Interest Questionnaire (SIQ) ratings and Game Experience Questionnaire (GEQ) ratings of the high- and low-performers to determine the effect of using WHIMC in the students’ STEM interest and the difference between the game experience of high- and low-performers, respectively. Qualitative analysis of the answers to the open-ended questions about the attributes of the module was also conducted to determine the relationship between the module attributes and student performance. The analysis of the aggregated SIQ ratings before and after using the WHIMC-based modules revealed only a minimal effect on the STEM interests of the students. However, there was a significant effect in the Choice Actions construct, which implies that students recognize the importance of studying hard if they want to pursue STEM-related careers. Further, the analysis of the overall GEQ of high-performers and low-performers also revealed no significant difference. Although no significant difference was observed in the overall GEQ, high-performers had significantly higher GEQ ratings in the Immersion dimension. This result suggested that high-performers had a more positive, engaging, and enjoyable learning experience. Moreover, the findings on the favorite module attributes suggested that students perform better in the out-of-game assessments when they like all the module attributes. This implies that students must be engaged in the game and learning task aside from being interested in the learning topic to have better assessment scores. The study also showed that open-ended learning environments coupled with tasks that demand exploration, observation, and higher-ordered thinking are demanding even on high-performers.

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Section: Discussionsupporting

confidence: 87%

Section: Introductionmentioning

confidence: 99%

Using Minecraft to cultivate student interest in STEM

2023

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“…However, the three-design method practice can be simplified towards more universal attributes. These review findings correlated with the idea in most recent studies [25,86], where the elements within the discovered approaches can be extracted and grouped into theory, learning strategy, pedagogy, learning content, game elements, and game principle design. These six main classifications potentially serve as universal attributes for digital game design for educational purposes.…”

Section: Looking Forward and Future Perspectivesupporting

confidence: 68%

Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance

Ishak

Hasran²,

Din³

2023

Education Sciences

Self Cite

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In the past two decades, a considerable amount of research has focused on digital games as part of media education. Digital game-based learning (DGBL) is identified as a potential pedagogical approach to enhance learning in the digital era. In light of the increased number of academic articles on educational games, this study considers the development and the factors that influence learning performance among children by providing a thematic review of the literature available on DGBL. Findings show that despite following developmental standard procedures, a distinct perspective between the game designer and the educator is essential. Three major approaches have been identified, namely the learner-centered, the game-centered and the model approaches. Learning processes that use digital games show empirically positive results as well as the great influence in terms of intrinsic motivation, game features and overall learning experience.

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“…Learning is a process that helps an individual grow their physical, intellectual, emotional, and social traits to increase their knowledge and skills (Ishak et al, 2022). For students to grasp learning utilizing digital applications, which is beneficial for students in the future, several elements need to be addressed.…”

Section: Discussionmentioning

confidence: 99%

How Digitalized are School Students? Determining Digital Competencies and Motivation Factors in Using Technology for Learning

Omar,

Ahmad Ruzaidi,

Mohd Puad

et al. 2023

IJARPED

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Technology in education has placed a great necessity in our education system. The teaching and learning process demonstrates more technology optimization due to the uncertain ecosystem that is happening around the globe. New modalities are being introduced as pedagogical supports to enrich students' learning experiences. However, a few issues arose related to motivation and adaptation to digitalization in the learning milieu among young learners. For instance, educators lack competency in utilizing specific technology and less motivation to engage students optimizing specific digital applications supporting their learning in the most effective ways. This research determines the relationship between digital competency and the motivation of secondary school students in the Klang Valley area. A quantitative correlation study design was employed involving 260 students who enrolled in Design and Technology (D&T) subjects from four public secondary schools. A self-developed questionnaire was validated by experts and piloted as instrumentation. The data of this research study was further analyzed using Statistical Package for Social Sciences (SPSS) version 27 software involving descriptive and inferential analysis. The findings were discussed and it is hoped the findings of the study would enlighten the educational stakeholders to spearhead the digitalization effort in the nation.

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Rethinking the Ideology of Using Digital Games to Increase Individual Interest in STEM

Cited by 8 publications

References 86 publications

Using Minecraft to cultivate student interest in STEM

Using Minecraft to cultivate student interest in STEM

Media Education through Digital Games: A Review on Design and Factors Influencing Learning Performance

How Digitalized are School Students? Determining Digital Competencies and Motivation Factors in Using Technology for Learning

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