Abstract
The purpose of this study is to analyze the game elements based on Gagne Nine Events of Instruction and to develop instrument which will be use to analyze the game elements needed in the development of digital educational games. The study was conducted using qualitative design where the interview and observation involved. A total of 20 students from a school in Tanjong Malim Perak participated in this survey. The findings of the study show that eight game elements are analyzed based on Gagne Nine Events of Instruction that are mystery, action, challenge, being at risk, uncertainty of outcome, opportunity for mastery, visible signs of progress and emotional content. These elements will be aligned with Gagne Nine Events of Instruction to develop an instrument. In conclusion, this study will further enhance the digital educational games design process and further promote innovation in teaching and learning in line with the Malaysian Education Blueprint 2013-2025.
Highlights
Digital educational games are an exciting approach to provide full of knowledge building of teaching and learning environment
Findings and Discussion The findings show that eight elements of the game are analyzed based on the Gagne Nine Events of Instruction which are mystery, action, challenge, being at risk, uncertainty of outcome, opportunity for mastery, visible signs of progress and emotional content
An instrument for analyzing game elements based on Gagne Nine Events of Instruction was developed by researchers to facilitate students and digital game developers to develop a quality and effective digital educational games to players when used
Summary
Digital educational games are an exciting approach to provide full of knowledge building of teaching and learning environment. Lee (2009) had developed the Tower Trap game to learn mathematics but the game is not include with feedback that motivate players This situation clearly shows that digital educational game design is still at a weak level as the designer does not emphasize the game elements that need to exist in a digital educational game. When the educational games was appropriately designed, it will enhance the motivation of teachers and students to use digital educational games in teaching and learning. This coincides with the Malaysia Education Blueprint 2013-2025 where the use of technology is encouraged to innovate in delivering teaching. This can be realized when the Transformasi Nasional 2050 states to give tablet to 430 000 teachers in Malaysia
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