{"id":2725,"date":"2021-05-07T11:42:00","date_gmt":"2021-05-07T03:42:00","guid":{"rendered":"https:\/\/www.mdis.edu.sg\/blog\/?p=2725"},"modified":"2021-05-18T11:56:54","modified_gmt":"2021-05-18T03:56:54","slug":"game-based-learning","status":"publish","type":"post","link":"https:\/\/www.mdis.edu.sg\/blog\/game-based-learning\/","title":{"rendered":"Game Based Learning"},"content":{"rendered":"\n

We can define technology\nas the use of various tools to produce results [1]<\/sup>.  Young learners use a computer for both\nentertainment, as well as a learning tool [2]<\/sup>. The use of technology\namong small groups is directly proportional to the increase in problem-solving\nskills and positive interactions [3]<\/sup>. It was also observed that they\nbenefit both socially and emotionally, due to the shared interactions when\nteachers are actively involved with them during the use of these technologies [4]<\/sup>.  Therefore, communication with supportive\nadults while using these platforms can have positive results [5]<\/sup>.\nThe internet and technology platforms are a very good source for research,\ninformation, learning and understanding. School and university teachers who\ninclude technology in the classrooms with appropriate guidance and support,\nincluding relevant experiences with young learners, provide an enhanced and\nrich learning environment [6]<\/sup>.<\/p>\n\n\n\n

As there is an increase in use of technological resources in our daily lives, it has led to their implementation in our lectures [7]<\/sup>. It has been observed that the use of these tools improves the participation and motivation among students, thereby increasing the meaningful learning in students [8]<\/sup>. The desire to learn increases due to the use of technologies with which students are familiar with [9]<\/sup>. Online platforms like Socrative, Quizlet, Quizziz and Kahoot that apply game based learning have become more popular in the field of education, and these platforms are now widely used to promote student learning [10]<\/sup>. Kahoot platform is an excellent ICT (Information and communications technology) which can be used to conduct educational surveys, quizzes and discussions, generating response. \u00a0Research shows that the use of web-based Kahoot tool in the classroom has the benefit of improving the students learning process and their overall participation, along with bringing about a positive relationship among class members and development of social skills [11]<\/sup>.<\/p>\n\n\n\n

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The purpose of assessment\nis to gather and record relevant information regarding the performance or\nprogress of learners, which can be used as a guidance during the learning\nprocess [12]<\/sup>. We usually have the summative and formative types of\nassessment. Summative assessments are conducted after the syllabus in a\nparticular term is completed, and it requires grading so that judgements can be\nmade about the learning and understanding that has occurred during that\nsemester. Whereas formative assessments are designed to improve the student\u2019s\nunderstanding of the subject matter [13]<\/sup>. Thus a formative\nassessment is a part of learning and is prepared to provide appropriate\nfeedback for improvement in performance, and accelerate learning [12]<\/sup>.\nThe type of assessment for which the Kahoot platform can be used is the\nformative assessment. Kahoot is now a popular real-time platform for game based\nlearning that is widely used in schools and universities, with reports of more\nthan 30 million users worldwide [14]<\/sup>.<\/p>\n\n\n\n

The rationale for using\nthis assessment method is due to the benefits of game based learning [15]<\/sup>.\nStudies have shown that game based learning results in significantly improved\nstudent performance and focus compared to traditional methods [16]<\/sup>.\nThis includes better learning efficiency [17]<\/sup>, increase in student\nmotivation and interest [18]<\/sup>, good engagement [19]<\/sup>, and\nproviding an effective feedback [20]<\/sup>. <\/p>\n\n\n\n

As most teachers have\nbeen conducting quizzes and surveys in classroom using traditional methods, it\ncan be challenging for a few of them to design the technology enabled formative\nassessments, as most of these ICT tools are recently developed, and they find\nit laborious to use all these various technology platforms. Even though\nintegrating these tools may be challenging in the beginning, but if used in\ncreative ways it could support curiosity, attention and understanding in\nlearning, among students. Regular use of these tools will benefit both, the\nteacher and the learner, and in the long run it is very productive, satisfying\nand rewarding. <\/p>\n\n\n\n

This article is contributed by <\/em>Dr. Sunesh K. Augustine, Senior Lecturer, MDIS School of Life Sciences<\/a>.<\/p>\n\n\n\n

References:<\/strong><\/p>\n\n\n\n

  1. Snider,\nS., Hirschy, S. A self-reflection framework for technology use by classroom\nteachers of young learners. He Kupu. 2009, 2, 30-44<\/li><\/ol>\n\n\n\n
    • Yelland,\nN. Technology as Play. Early Childhood\nEducation Journal. 1999,26(4), 217-220.<\/li><\/ul>\n\n\n\n
      • Lomangino,\nA. G., Nicholson, J., Sulzby, E. The influence of power relations and social\ngoals on children\u2019s collaborative interactions while composing on computer. Early Childhood Research Quarterly, <\/em>1999,\n14(2), 197-228.<\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"

        We can define technology as the use of various tools to produce results [1].  Young learners use a computer for both entertainment, as well as a learning tool [2]. The use of technology among small groups is directly proportional to the increase in problem-solving skills and positive interactions [3]. It was also observed that they benefit both socially and emotionally, due to the shared interactions when teachers are actively involved with them during the use of these technologies [4].  Therefore, communication with supportive adults while using these platforms can have positive results [5]. The internet and technology platforms are a […]<\/p>\n","protected":false},"author":302,"featured_media":2726,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[27,13],"tags":[],"_links":{"self":[{"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/posts\/2725"}],"collection":[{"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/users\/302"}],"replies":[{"embeddable":true,"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/comments?post=2725"}],"version-history":[{"count":3,"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/posts\/2725\/revisions"}],"predecessor-version":[{"id":2732,"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/posts\/2725\/revisions\/2732"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/media\/2726"}],"wp:attachment":[{"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/media?parent=2725"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/categories?post=2725"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.mdis.edu.sg\/blog\/wp-json\/wp\/v2\/tags?post=2725"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}