Teachers Find Utility in Instructional Games

CSA News ◽  
2019 ◽  
Vol 64 (8) ◽  
pp. 13-13
Keyword(s):  
Instructional Games

scholarly journals Aplikasi Computer Assisted Instruction (CAI) Pengenalan Hewan Berdasarkan Klasifikasi Makanan untuk Anak Berkebutuhan Khusus

2020 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Hubertus Cahyo Argo ◽  
Rudi Dwi Nyoto ◽  
Hafiz Muhardi
Keyword(s):  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instructional Games ◽  
Assisted Instruction

Anak berkebutuhan khusus (ABK) adalah anak-anak abnormal yang menyandang ketunaan. Computer Assisted Instruction (CAI) adalah media bantu pembelajaran yang menempatkan komputer sebagai piranti sistem pembelajaran individual, siswa dapat berinteraksi langsung dengan sistem komputer yang dirancang. Dalam proses pembelajaran di sekolah berkebutuhan khusus, salah satu pembelajaran yang diajarkan adalah pengenalan tentang hewan dalam mata pelajaran IPA. Materi pengenalan hewan juga diajarkan dalam terapi wicara untuk anak berkebutuhan khusus. Pada proses materi pengenalan hewan terkadang anak berkebutuhan khusus mengalami kesulitan untuk memahami materi tersebut. Beberapa anak berkebutuhan khusus juga terkadang mengalami kesulitan dalam mengeja dan melafalkan nama hewan yang akan mereka pelajari. Selama ini alat penunjang yang guru gunakan hanya buku lembar kerja siswa (LKS) dan buku yang khusus memuat materi tentang pengenalan hewan. Untuk kasus tertentu, para terapis untuk anak berkebutuhan khusus menggunakan alat bantu berupa kartu bergambar untuk mengenalkan hewan-hewan yang akan dipelajari anak berkebutuhan khusus. Tujuan dari penelitian ini adalah  untuk membantu anak berkebutuhan khusus lebih mudah belajar dan mengenali hewan, serta mengenalkan pelafalan nama hewan dan suara hewan tersebut dengan memanfaatkan konsep CAI dengan model tutorial dan instructional games. Pengujian aplikasi menggunakan uji validasi yaitu ahli materi (Guru SBK Bina Anak Bangsa), serta pengujian angket pada siswa SBK Bina Anak Bangsa dari kelas VI SD sampai XII SMA. Hasil yang didapat dari validasi aplikasi menggunakan skala pengukuran Guttman ini mendapatkan nilai 90% untuk sisi ahli materi, dan 88,9% untuk siswa SBK Bina Anak Bangsa, sehingga aplikasi CAI pengenalan hewan berdasarkan klasifikasi makanan untuk anak berkebutuhan khusus dirasa telah sesuai dengan tujuan dalam memenuhi target pembelajaran.

A Qualitative Meta-Analysis of Computer Games as Learning Tools

2011 ◽  
pp. 1619-1665 ◽  
Author(s):  
Fengfeng Ke
Keyword(s):  
Computer Games ◽  
Meta Analysis ◽  
Computer Game ◽  
Theory Approach ◽  
Learning Tools ◽  
Learning Program ◽  
Policy And Practice ◽  
Major Purpose ◽  
Instructional Games ◽  
Computer Based

Drawing on grounded theory approach and a qualitative meta-analysis, this chapter intends to systematically review and synthesize the theories, methods, and findings of both qualitative and quantitative inquiries on computer-based instructional games. A major purpose of this literature review and meta-analysis is to inform policy and practice based on existing studies. Four major recurring themes concerning the effectiveness of computer-based instructional games have emerged from a comparative analysis with 89 instructional gaming studies and are discussed with the support of exemplar research. The chapter will assist practitioners and policymakers in understanding the “best practices” and key factors of a computer game-based learning program.

GaME Design for Intuitive Concept Knowledge

2009 ◽  
pp. 1104-1126 ◽  
Author(s):  
Debbie Denise Reese
Keyword(s):  
Mental Models ◽  
Prior Knowledge ◽  
Game Design ◽  
Relational Structure ◽  
Learning Science ◽  
Learning Tools ◽  
Instructional Games ◽  
Concept Knowledge ◽  
Powerful Learning ◽  
Intuitive Concept

Game-based, metaphor-enhanced (GaME) design is a process for engineering instructional games to prepare learners with the prior knowledge they need to learn later, more complex science concepts. The key step in the method is specifying a domain’s relational structure and then developing a game world based upon that structure. Reviewing relevant game design, cognitive science, and learning science theories, the author argues: (a) the need for GaME design; (b) that game worlds, complex concepts, and mental models are analogous systems; (c) how game-based technologies can provide a pragmatic and embodied context for making complex, introductory concepts intuitive; and (d) that the pragmatic, physical, and procedural aspects of games make them powerful learning tools that must be carefully designed. The author illustrates GaME design using Selene: A Lunar Creation GaME. Rigorous methods for design of instructional games will enhance control over learning outcomes.

Motivational elements of digital instructional games: A study of young L2 learners’ game designs

2016 ◽  
Vol 21 (6) ◽  
pp. 735-750 ◽  
Author(s):  
Yuko Goto Butler
Keyword(s):  
Sixth Grade ◽  
Instructional Materials ◽  
Individualized Learning ◽  
Instructional Games ◽  
Learning Game ◽  
Motivation For Learning ◽  
Sixth Grade Students ◽  
L2 Learners ◽  
Game Elements ◽  
L2 Vocabulary

This article focuses on the design of digital instructional game (DIG) tasks for young second language (L2) learners. The aim of the study is to identify motivational task elements based on what children respond to positively in games and incorporate into their own L2 vocabulary learning game designs. Eighty-two sixth-grade students (ages 11–12 years) in Japan were first asked to identify game elements by examining existing games and then to design games incorporating DIG tasks of their own and peer-evaluate them. Building on previous work (Butler, 2015), the study uses a mixed-methods approach to examine how both task-intrinsic characteristics and implementation conditions were realized in innovative and engaging DIG tasks by children. Although the study focuses on young learners, the findings might be applied to any type of task, including both digital and physical tasks for adults as well as for children. The article concludes with suggestions for how to design instructional materials which allow individualized learning and encourage autonomy in order to cater to the genuine interests of learners and to invoke intrinsic motivation for learning.

scholarly journals PENDEKATAN JELAJAH ALAM SEKITAR (JAS) PADA MATA KULIAH SISTEMATIKA HEWAN

Pro-Life ◽  
2018 ◽  
Vol 5 (3) ◽  
pp. 598
Author(s):  
Fajar Adinugraha
Keyword(s):  
Field Study ◽  
Quantitative Study ◽  
Group Discussion ◽  
Learning Activities ◽  
Learning Approach ◽  
Literature Study ◽  
Final Exam ◽  
Instructional Games

The research objective is to describe the Jelajah Alam Sekitar (JAS) approach in Sistematika Hewan. It also to know the students ' respond of learning with the Jelajah Alam Sekitar (JAS) approach. Beside that, the research objective is to know the students' interest to the Jelajah Alam Sekitar (JAS) approach. The research is a descriptive quantitative study which uses survey and literature study method. The learning activities with the Jelajah Alam Sekitar (JAS) approach in Sistematika hewan are 1) group discussion, 2) field study, 3) practicum, 4) instructional games, 5) lecturing method, 6) project/ task giving, 7) final exam / test, and 8) practical responses. The students' response to learning by the Jelajah Alam Sekitar (JAS) approach is 89% in good category (good and very good). Students' interest with the Jelajah Alam Sekitar (JAS) approach is 96% in interest category (interest and very interest).Keywords: Jelajah Alam Sekiar (JAS), learning approach, students’ response, students’ interest

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