Educational Games In Learning Research Articles

Research on Educational Games in Learning in Indonesia: A Systematic Review of the Literatures

Research on educational games in learning contexts and advances in science and technology are becoming increasingly important. This research aims to analyze the use of educational games in the learning context in Indonesia, focusing on computer science and social science. The method used in this research is a Systematic Literature Review (SLR), with inclusion criteria of publication period between 2018 and 2023, English language articles, article accessibility, and relevance to computer science and social sciences. The results of this research analysis include several important findings, namely: 1) the number of educational game document publications has fluctuated, 2) affiliation trends vary, 3) author trends also vary, and 4) the results of the systematic analysis show that educational games can improve student academic achievement, problem-solving abilities, creative thinking, and independent learning abilities. In addition, the role of teachers and parents is recognized as an important factor in supporting and maximizing the benefits of digital educational technology. The findings from this research emphasize the importance of designing learning that integrates educational game-based approaches to improve the quality of learning and achieve better learning outcomes for students. The implications of this research provide a basis for developing innovative and sustainable learning strategies in the fields of computer science and social sciences in Indonesia

Use of Educational Games in High School Chemistry Learning in West Java Province

The implementation of games in chemistry classes has provided an interesting and alternative teaching method and allows students to learn in a more entertaining way compared to traditional learning process. The game-based learning approach is divided into three approaches, namely game-based learning or educational games, gamification, and game-assisted learning. Many chemistry games have been constructed in recent years to review and strengthen various chemistry topics; therefore, it is expected that Chemistry teachers in high schools in Indonesia, especially in West Java province implement educational games in the learning process. For that reason, it is necessary to perceive an overview of the use of educational games in Chemistry learning in secondary schools in West Java province. Survey research was carried out using a random sampling technique. There were 99 chemistry teachers from 91 high schools spread across the province of West Java who voluntarily participated in the online survey. The result of the analysis obtained that 35% of chemistry teachers in the province of West Java have implemented gamification and learning using game assistance. On the contrary, game-based learning has never been implemented in Chemistry learning process in secondary schools in West Java province

A Narrative Review of Digital Educational Games in Learning for Undergraduate Students

Digital games are nothing new to today's youth. The education system is no exception, as it also employs digital education games (DEG) in the teaching and learning process. The purpose of this narrative review is to demonstrate the impact of DEG on learning for undergraduate students, to explain the role of DEG for undergraduate students and to describe strategies for minimizing obstacles associated with DEG implementation. The narrative review procedure involves selecting journals related to educational digital games. Three keywords have been used to search the relevant articles: “digital educational games”, “learning” and “undergraduate students”. The result shows that DEG contributes to critical factors influencing students' learning attitudes and educational intentions. It also aids in the formation of environmentally conscious attitudes and behaviors in students. DEG has the advantage of being active, practical and problem-based, as well as providing immediate feedback.

Strategi Pengelolaan Siswa ABK Jenis Tunagrahita di Kelas Inklusi

The application of inclusive education in Indonesia is a way for the government to continue to provide educational services to the community openly and non-discriminatively, both for typical children and children with special needs, one of which is mentally disabled children. This study aims to understand about 1) Characteristics of Tunagrahita Students in the Junrejo 01 SDN inclusion class and 2) Tunagrahita Student Management Strategies in the Junrejo 01 SDN inclusion class in Batu. This research method is a qualitative approach, the type of case study located at SDN Junrejo 01 Kota Batu for ABK students with mental disabilities class II inclusion in the 2019 school year. This study indicates that the mentally disabled students have IQ characteristics below between 70 -80, have the same physical condition as an average child, have high imagination despite weak language skills, and have low self-confidence. From the motor aspect, the mentally retired student can perform psychomotor activities like other students. The mental retardation student management strategies are 1) Applying cooperative learning models, 2) Learning with the Peer Teaching method, 3) Giving the same task in study groups, 4) Assigning homework specifically for mentally disabled people, 5) Using educational games in learning, 6) Giving Rewards for Group and Personal Achievement 7) Environmental Therapy to Train the Solidarity of Retarded Students, 8) Teachers Establish Cooperative Relations with Parents of Tunagrahita students.

Does emotion matter? An investigation into the relationship between emotions and science learning outcomes in a game‐based learning environment

AbstractGame‐based learning environments typically elicit a variety of emotions; however, the influence of emotions on game‐based learning is basically underemphasized. This study sought to investigate how emotions are related to science learning in a gaming context. Humunology, an educational game for learning about the human immune system, was used, and 112 seventh graders aged 12–13 years old took part. The results indicated that learning through playing Humunology was effective and that the long‐term effect of this approach on learning retention was promising in comparison to traditional web‐based instruction. A cluster analysis by the K‐means algorithm categorized the students who learned through playing Humunology into two core groups. Students in cluster 1 experienced substantial levels of both positive and negative emotions while learning through playing Humunology, whereas the students in cluster 2 experienced primarily positive emotions. Although students who experienced primarily positive emotions had better learning outcomes right after playing Humunology, the learning effect declined as time passed, to the extent that they performed the same as those who experienced both positive and negative emotions in terms of long‐term learning retention. The significant findings of the study and their interpretations are discussed, and limitations and suggestions for future work are provided. Practitioner NotesWhat is already known about this topic Game‐based learning facilitates science learning. Both cognitive and emotional involvements are critical to engagement in game‐based learning. Most existing studies primarily provide evidence for the influence of educational games on learning from cognitive perspectives. What this paper adds Learning through playing Humunology can be effective, and its long‐term learning retention effects are promising. The learning performance of the players who primarily experienced positive emotions increased significantly right after exposure to the game, but the learning effect decreased over time. The players who experienced both positive and negative emotions exhibited short‐term learning from playing the game, as well as long‐term learning that was steadily retained over time. Implications for practice and/or policy Games have great potential for facilitating long‐term science learning, but this can only be accomplished through games with design elements underpinned by solid learning theories. Negative emotions experienced by players in game‐based learning might be more beneficial for long‐term learning retention, a possibility which should not be overlooked. The challenges that players confront in achieving game goals may create a continuous cycle of cognitive disequilibrium and accommodation, which may in turn cause negative emotions while also resulting in true learning.

L2 Acquisition Portrayed through the Use of Way Ahead Game by Children in Learning Basic English

This research investigates how students learn Basic English by using Way Ahead game. This study was conducted to identify how effective the use of educational game in acquiring L2 is. Qualitative study was used by the researcher as the research method. The data were collected through conducting several interviews and exploring library study. The case study involved 4 elementary school students as the participants. The background of the research on the role of game in learning L2 is based on Fuscard (2001) and Boyle (2011). The findings of this research are 4 most important roles of game implementation in learning process: (1) pedagogical device, (2) creative ice breakers, (3) engaging students, (4) helping students retain salient points in our teaching. The purpose of the research is to give information over the portrayal of using educational games in learning which is expected to give practical use in teaching Basic English to children as their L2 acquisition.Key Words: L2 acquisition, basic English, Way Ahead game