Self-directed learning in video games, affordances and pedagogical implications for teaching and learning

Toh, Weimin; Kirschner, David

doi:10.1016/j.compedu.2020.103912

Cited by 84 publications

(66 citation statements)

References 23 publications

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“…Usually, the game (course) is designed to progressively introduce new concepts to be mastered; students must then apply these concepts to increasingly challenging problems and ultimately apply prior knowledge to new situations (Varonis and Varonis, 2015). Another reason for including game elements in education is that it has been reported that games can provide social links (Waytz and Gray, 2018), promote knowledge seeking (Toh and Kirschner, 2020), develop creativity (Vartanian and Beatty, 2015), improve mental health (Cruea, 2020), and reduce isolation (Valkenburg and Peter, 2009). There exist several types of games and gamification strategies.…”

Section: Introductionmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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The ongoing pandemic caused by coronavirus disease 2019 (COVID-19) has enforced a shutdown of educative institutions of all levels, including high school and university students, and has forced educators and institutions to adapt teaching strategies in a hasty way. This work reviews the use of gamification-based teaching during the pandemic lockdown through a search in Scopus, PsycINFO, ERIC, and Semantic Scholar databases. A total of 11 papers from Chemistry, Business, Computer Science, Biology, and Medical areas have been identified and included in the present work. All of them analyzed the use of gamification strategies during the COVID-19 pandemic and assessed student’s learning and motivation outcomes. In general, students reported that gamification was innovative, engaging, and an efficient strategy to deliver curricula material; moreover, it was perceived as a fun activity. Some students reported that gamified videoconferences aided to connect with their classmates during isolation time providing effective social support. However, some students reported a bad physical or psychological condition, as consequence of the confinement, and did not get involved in the activity. Some weaknesses of the reviewed studies are the small sample size and its homogeneity, which makes it difficult to generalize their results to other scenarios and academic areas. Furthermore, although there is a feeling of learning during the activity, this result is mainly based on subjective perceptions, and any of the studies demonstrated that superior learning was achieved in comparison with traditional teaching strategies. Nevertheless, gamification can be implemented together with traditional lectures and can be a valuable instrument during post-COVID times.

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Section: Introductionmentioning

confidence: 99%

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

2021

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“…So, the content and facilities analysis found that the media to be developed is learning video media. Learning videos can provide a real picture of learning activities and attract students' attention (Lelievre et al, 2021;Toh & Kirschner, 2020). The three curriculum analyses carried out to analyze Basic Competencies, Indicators related to water cycle learning, which will be used as guidelines for learning video media.…”

Section: Discussionmentioning

confidence: 99%

Learning Videos On Theme Of Our Friend's Environment, Sub-Theme Of Humans, And Elementary School Environment

Wangi

Rati

Sudarma

2021

JISD

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Based on the problems found in the school where the researcher is known, the learning method used by the teacher is still predominantly using the lecture method, and the availability of media in schools is still very minimal. This study aims to create learning video product development for fifth-grade elementary school students and to develop learning videos for fifth-grade elementary school students whose validity has been tested. This research refers to the ADDIE development model procedure. The subjects of this study were material content experts, instructional design experts, instructional media experts, and fifth-grade elementary school students. The object of this research is the validity of the instructional videos. This study using a questionnaire method by providing assessment sheets to material content expert lecturers, learning design experts, instructional media experts, and fifth-grade elementary school students. The data used in this development research are qualitative and quantitative. The results of the validity test of the learning video obtained results: content experts obtained 93.33% results with very good qualifications, learning design experts obtained 89.09% results with good qualifications, learning media experts obtained 92.5% results with very good qualifications, and individual trials obtained a result of 98.6% with very good qualifications. Based on the results of the data analysis, it can be stated that this instructional video media is suitable for use in the theme of our friend's environment, the human sub-theme, and the fifth-grade elementary school environment.

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“…Several relevant study showed that the instructional video is feasible in terms of media and material (Andriyani et al, 2020;Hidayat, 2020;Kurniawan et al, 2018). Thus, learning videos influence student learning motivation, student learning skills, increased student learning achievement, the effectiveness of learning activities, student learning activeness, student independence in learning, and student's ability to recognize learning activities (Li et al, 2021;Seo et al, 2021;Toh & Kirschner, 2020;Yoon et al, 2021;Yuanta, 2019). However, the media that have been developed in this study have not developed reading learning videos for low-grade students, and the media produced is still limited to space and time.…”

Section: Introductionmentioning

confidence: 99%

Learning Videos to Improving Students’ Reading Comprehension in Elementary School

Lestari

Wibawa

2021

IJEE

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Learning to read during learning activities from home is less effective because reading learning media are difficult to find. This study aims to create a reading learning video development for first-grade elementary school students and develop a reading learning video for first-grade elementary school students whose validity is tested using the ADDIE model. However, due to limited time and resources, the implementation and evaluation stages were not carried out. Thus, only the analysis, design, and development stages are carried out. The data collection of this study used a questionnaire method by providing assessment sheets to two media expert lecturers, two Indonesian language material experts, and two first-grade elementary school teachers. The data from the validation results from the experts were then analysed using the mean formula to determine the average score of the validity of the reading learning videos. The analysis results showed that the average score of the validation of the reading learning video was 4.73, and the validation of the material was 4.81. Based on the results of this analysis, the reading learning video for first-grade students of elementary school was declared valid and had very good criteria. The trial was not carried out on students due to the Covid-19 pandemic. Therefore, it is suggested that other researchers carry out further research to analyze the effectiveness of the instructional videos.

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Self-directed learning in video games, affordances and pedagogical implications for teaching and learning

Cited by 84 publications

References 23 publications

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Gamification as Online Teaching Strategy During COVID-19: A Mini-Review

Learning Videos On Theme Of Our Friend's Environment, Sub-Theme Of Humans, And Elementary School Environment

Learning Videos to Improving Students’ Reading Comprehension in Elementary School

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