Teaching Complex Theoretical Subjects Using Digital Game-Based Learning in the Faculty of Creative Industries, UTAR

Idris, Wan Irma Sabrina; Hamzah, Hasleena; Ahmad, Abdul Malik; Zaki, Suhaila

doi:10.1007/978-981-287-664-5_12

Cited by 2 publications

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“…The purpose of the PQA methodology is focused at all times on encouraging members of small groups to collaborate with each other both to develop a greater sense of belonging to a well-structured group and to foster social responsibility to help the other members of the group with those aspects of the topic that they may not fully understand [33]. Resolving problems and doubts and generating feedback in small groups in a collaborative manner makes learning complex theoretical subjects easier [7]. Learning both aspects, active collaboration and the feeling of belonging to a group, is both important and useful for the students' future careers, regardless of the subject they are studying.…”

Section: Teaching-learning Methods Pqamentioning

confidence: 99%

“…If students do not understand theoretical content, they may not ask questions because they are afraid of asking inappropriate ones [4]. Therefore, students disconnect from lectures: "Most students tend to fall asleep after 15 min of my lecture class if the topic that I had to cover that day is too complex and theoretical" ( [7], p. 144). In summary, teaching and learning theoretical content may affect both motivation and learning results, making pedagogical methodology a crucial topic [8].…”

Section: Introductionmentioning

confidence: 99%

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The Challenge of Increasing the Effectiveness of Learning by Using Active Methodologies

et al. 2020

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One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students’ motivation and is more effective than lecture-based methods in learning theoretical content.

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Section: Teaching-learning Methods Pqamentioning

confidence: 99%