Abstract
Board games have become one of the useful tools in teaching and learning. Many instructors and educators have chosen to use board games to enhance the way of delivering course contents. A board game will help students understand the education concept quickly and get involved in experiential learning, where students can manage and solve problems in an actual situation. This study will focus on the evaluation of a board game, namely Global Zakat Game (GZG) as a Zakat edutainment tool among users at various levels of learning institutions in Malaysia. The respondents were purposively selected among a Malaysian national competition in using Global Zakat Game (GZG) organized at Islamic Science University of Malaysia (USIM) on 8 November 2017. A questionnaire was distributed among 235 participants from various levels of learning institutions during the national event to evaluate the practical use of GZG as a Zakat edutainment tool in increasing their comprehension and understanding on Zakat theories and concepts. The result indicated that the use of GZG as a Zakat edutainment tool has a positive impact on users and players as it helps them to learn more about Zakat theories and concepts between high (4.65) and moderate high (3.95) mean scores. Most of the respondents mentioned that they enjoyed playing GZG as it involves experiential learning. It also can be used as an edutainment tool for learners and society at all ages. Key words: Gamification, board game, Zakat education, higher learning, experiential learning.  
Highlights
In an effort to educate the young generation, various educational tools have been introduced in this challenging environment, as these materials have been designed to facilitate students in understanding a learning subject
The respondents were purposively selected among a Malaysian national competition in using Global Zakat Game (GZG) organized at Islamic Science University of Malaysia (USIM) on 8 November 2017
The result indicated that the use of GZG as a Zakat edutainment tool has a positive impact on users and players as it helps them to learn more about Zakat theories and concepts between high (4.65) and moderate high (3.95) mean scores
Summary
In an effort to educate the young generation, various educational tools have been introduced in this challenging environment, as these materials have been designed to facilitate students in understanding a learning subject. The use of educational games have attracted researchers‟ attention from around the world and perceived as an integrated tool within the teaching and learning process (Prensky, 2001; Pivec et al, 2004; Whitton, 2010; Roslina et al, 2010) with various terms such as „game-based learning‟ or GBL (Prensky, 2001), „edutainment‟ and „serious games‟ (Tsai et al, 2008), and gamification (Hee and Jae, 2014). Gamification in the field of education can be understood as a process of applying elements of the game in conveying knowledge to students. The term gamification first triggered in 2002 by the creators of the game of Briton, Nick Pelling and it became widely used in 2010 (Kamasheva, 2015)
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