Traditional games in elementary school: Relationships of student’s personality traits, motivation and experience with learning outcomes

Abstract

This study promotes a novel teaching approach for integration of children’s traditional games in elementary school program. It gives description of six traditional games and their educational prospects, implemented in six learning sessions in five elementary schools in Macedonia, involving 102 students. The comparison of learning achievements between these learning sessions and standard classes revealed increased students’ learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of a structural equation model that examines the relationships between student’s personality traits, motivation and experience with learning outcomes. The findings show that students’ achievements were directly influenced by students’ intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link between the students’ personality dimensions and motivation revealed that introvert children might have slightly increased motivation and possibility to open up during game-play in such collaborative environments.

Efektivitas Penggunaan Aplikasi Kahoot Sebagai Alat Evaluasi pada Mahasiswa

“…Game Based Learning (GBL) telah muncul dari sebuah ide untuk melibatkan game dalam dunia pendidikan yang bertujuan untuk meningkatkan kegiatan pembelajaran melalui media yang menarik yang dapat menarik dan mempertahankan perhatian serta minat siswa pada suatu mata pelajaran, serta menawarkan proses intuitif dan kolaboratif terhadap lingkungan (Gee, 2007;Hitosugi et al, 2014). Berdasarkan hasil penelitian terdapat efek positif pada keterlibatan, motivasi, dan kinerja siswa secara keseluruhan melalui umpan balik dan kolaborasi (Trajkovik et al, 2018;Kingsley & Grabner, 2015;Seaborn & Fels, 2015;Koivisto & Hamari, 2014).…”

“…Menurut Erhel & Jamet (2013), Hsieh et al, (2016), Hung et al, (2015), keterlibatan siswa dalam game yang dimasukkan dalam pembelajaran akan memotivasi siswa untuk melakukan proses pembelajaran secara aktif dan memproses konten pendidikan serta meningkatkan pengalaman, self-efficacy, dan kepuasan siswa dalam pembelajaran. Selain itu, setiap setelah menjawab soal, aplikasi kahoot langsung memperlihatkan siapakah mahasiswa yang menjawab paling cepat dan tepat, ini artinya aplikasi kahoot memberikan umpan balik dengan segera sehingga akan meningkatkan motivasi mahasiswa, sejalan dengan penelitian Trajkovik et al, (2018), Kingsley & Grabner-Hagen (2015), Seaborn & Fels (2015), Koivisto & Hamari (2014) bahwa terdapat efek positif pada keterlibatan, motivasi, dan kinerja siswa secara keseluruhan melalui umpan balik dengan segera dan kolaborasi. Menampilkan poin siswa di layar dapat memotivasi siswa untuk mencapai puncak keberhasilan, sehingga mahasiswa akan lebih tekun dalam proses pembelajaran agar memperoleh umpan balik yang lebih baik.…”

The Effectiveness of the Setting of Volleyball Training Guide Model to Increase the Setting Skill

“…The use of the study guide is a form of instructional design which is used to design approaches appropriate for students, to design, to develop the material, and to be used as further evaluation material. In addition, using media will involve students or athletes to share ideas, understand other people's reactions, sharpen thinking and deepen understanding [4]. Research and development are needed to develop learning media.…”

Increasing Knowledge of Homeland through Game Wayang Nusantara

“…Traditional games make the student imagine, being creative while sharpening their social intelligence. Also encourages the establishment of interaction, communication, and cooperation among the participants of the game [13][14][15].…”