The design of a hybrid cultural model for Arabic gamified systems

Alomar, Noura; Wanick, Vanissa; Wills, Gary

doi:10.1016/j.chb.2016.07.045

Cited by 12 publications

(14 citation statements)

References 24 publications

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“…Therefore, the language element is categorized with typography element. In addition, language can be recognized easily, directly accessible and less defined in cultural context [38] [51]. Table I also shows the frequency of use for interface elements in previous studies.…”

Section: A Cultural Markers Of Interface Designmentioning

confidence: 99%

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An Empirical Study of e-Learning Interface Design Elements for Generation Z

Nordin¹,

Singh²,

Mansor³

2020

IJACSA

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E-learning is the latest evolution of electronicbased learning that creates, fosters, delivers and facilitates the learning process anytime and anywhere with the use of interactive network technology. The use of e-learning as a learning platform makes users want a high quality of interface design to interact with the e-learning system. Interface design that meets students' needs and expectations may increase their involvement and satisfaction towards e-learning, especially generation Z students. However, interface design is always being criticized and has become a part of issues that cause the failure of e-learning. Lack of understanding about students' cultural background and preferences towards e-learning interface design are the major factors that contribute to this phenomenon. To ensure the success of e-learning, a model of interface design specifically for generation Z students' culture that consists of interface elements and design characteristics need to be developed. So, this study aimed to address this subject by identifying e-learning interface elements and design characteristics from existing literature, confirming the elements and design characteristics and discovering related elements for elearning interface design from generation Z students' perspective. This study used semi-structured for a focus group interview that included seven students. The focus group interview involved three main steps which were sampling, protocol and research instruments. This study validated several interface elements and design characteristics that contribute to the model of e-learning interface design. The findings could guide the interface designer in designing e-learning interface for generation Z students.

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Section: A Cultural Markers Of Interface Designmentioning

confidence: 99%

“…Table I show frequently used elements of interface design in past researches. [38] [56]. Past researchers classify font types and writing direction as part of the language, which is also typography features, including size and textual distance [51] [56].…”

Section: A Cultural Markers Of Interface Designmentioning

confidence: 99%

An Empirical Study of e-Learning Interface Design Elements for Generation Z

Nordin¹,

Singh²,

Mansor³

2020

IJACSA

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“…Based on this perspective, any gamified content that does not present men in a patriarchal manner may not bode well with female students who do not expect to be seen at the same level as their male counterparts. They may feel highly demotivated and their academic performance may start to deteriorate [9].…”

Section: The Cultural Parameter Of Gamification In Higher Learning Inmentioning

confidence: 99%

“…It is important for lecturers to ensure that all the metaphors included in a gamified course convey the intended information based on the culture associated with the students in the targeted higher learning institutions. Any metaphors that possess a negative meaning to a certain culture do not draw any motivation from the students during the learning process because they would feel that the professor did not consider them during the preparation process [9]. For instance, unlike in the West, metaphors in the Arabic countries are confined in the traditional poetry.…”

Section: The Problem With Metaphors Words and Symbolsmentioning

confidence: 99%

Culture as a Determinant in Students’ Acceptance of Gamified Learning

Spathopoulou¹

2019

IJECS

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Nowadays, higher learning institutions in various countries across the globe are incorporating gamification in their respective curriculum in an attempt to create learning experiences that can motivate as well as actively engage learners in learning activities that they would otherwise find boring. While incorporating gamification in higher education curriculum, it is crucial to address the differences in students' behavior or perception due to their cultural differences. Gamification stands out as one of the effective e-learning approaches in motivating learners to actively participate in learning activities that they find uninteresting. To successfully incorporate gamification in various lectures, it is imperative for instructors and policy makers to comprehensively understand the involved students' cultures. This is because the knowledge of the impact of culture in higher learning plays a crucial role in enabling policy makers in the education sector to develop viable approaches of incorporating gamification in the students' learning process. Gamification is a vital tool in facilitating students' learning process as well as the creation of viable teaching models in higher learning institutions. However, there should be a remarkable balance between the application of gamification and time management in order to ensure effective delivery of instruction to students. At the same time, a culture of dedication and focus on personal growth in relation to gamification and learning should be promoted in order to ensure students are always motivated to pursue their studies. This paper aims at providing a critical examination of the effect of culture in relation to gamification in higher learning education.

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“…This approach also requires the students to understand situation depicted by learning materials deductively. Reviews delivered by the teachers after giving each material should be solved on each aspect to strengthen their understanding about such material (Alomar, Wanick, & Wills, 2016;Chaibi, Naili, & Sammoud, 2014;Dajani, 2015). At the beginning, on the sidelines, or at the end of each meeting, Arabic teacher, which is simultaneously being motivator for his/her students to understand that Arabic language is important for them now and in the future and learning Arabic language is not difficult when they are paying great attention to it and doing practices seriously and intensively.…”

Section: Nazhariyah Al-wihdah: An Approach In Arabic Learnmentioning

confidence: 99%

Ecletic Method for Arabic Learning in Islamic School of Indonesia

Wekke¹,

Yusuf²,

Muttaqien³

2018

Preprint

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Arabic learning was starting from an assumption that its method was more important than its materials. This assumption then saw that its success would be determined by methods selected by the teacher. This paper discusses the paradigm encouraged Arabic teachers to master several methods considered effective and efficient to achieve the goals of learning Arabic. Starting from this, eclectic method was born as central axis to provide various alternative methods combined to support each other in achieving the goals of learning Arabic. There were, in the past, facts showing that the causes of failures of learning foreign languages were, among others, teachers' capability to select proper and attracting methods. This statement showed that the cause was the inappropriateness of method selection which led to students' desperation. Finally, some recomendations will be presented to enhance Arabic language learning.

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The design of a hybrid cultural model for Arabic gamified systems

Cited by 12 publications

References 24 publications

An Empirical Study of e-Learning Interface Design Elements for Generation Z

An Empirical Study of e-Learning Interface Design Elements for Generation Z

Culture as a Determinant in Students’ Acceptance of Gamified Learning

Ecletic Method for Arabic Learning in Islamic School of Indonesia

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