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READING SUMMARY :ARTICLE

No Author Tittle
Method Aim/Finding Notes
Date
1 User testing on
game usability,
mobility,
playability, and Aim: This study
learning content Finding:
of mobile game- The use of multimedia
based learning

Zaibon

2 Content is king:
Malaysian
industry
experts point of
Aim:
view on local
Finding:
content for
Kandungan aplikasi
mobile phones
sepatutnya
mengetengahkan unsur-
Ariffin, Shamsul
unsur budaya tempatan
Arrieya
Dyson, Laurel
Evelyn
Mckenzie,
Darlene Hoskins
3 Aim:
Finding:
In this article we argued

GAP

1
4 Learning is an ultimate practice of the
interpretation and evaluation of knowledge with
ones experience which is subsequently
Aim: translated into skills, values and comprehension
This paper presents a (Ge, 2012).
survey of the different Game-based learning (GBL) is described as the
frameworks for involvement of suitable game mechanics and
educational games and recreation of the scenario-based, problem-based,
analyzes these frameworks problem- oriented learning processes found in
against several criteria for games in order to accomplish learning purposes
effective video games, (Kovaevi, Minovi, Milovanovi, De Pablos,
well-designed games and & Starevi, 2013; Lester et al., 2014; Poulsen,
key elements of 2011).
educational games. Another study by Whitton shows that 63.1%
Finding: respondents found games positively motivating
The frameworks and in learning, 28.3% not motivating while 8.6%
models were analyzed demotivating (Whitton, 2007).
based on fi ve major Educational games are typically developed based
categories: on learning theories, pedagogical components,
1) Developing game gender preferences and game design components
design, 2) Well-design (Baranowski et al., 2008; Gress, Fior, Hadwin, &
game, 3) Effective video Winne, 2010; Hirumi & Stapleton, 2009; Kruger,
An Analysis Of game, 2012; Mikropoulos & Natsis, 2011).
educational 4) Four major learning Adapted from Smith (Smith, 1999), the four
games design theories, and 5) Key major learning theories in GBL are behaviorism,
frameworks elements of a game. These cognitivism, humanism and constructivism,
from software components have been Constructivism theory (Wu, Hsiao, Wu, Lin, &
engineering discussed in the previous Huang, 2012) deals with human constructing
perspective section in details and the their knowledge subjectively through experience
Ahmad, Mifrah analyses results are and learning in active process. Behaviorism
Rahim, Lukman illustrated in Table 3. theory developed by (Thorndike, 1913) deals
AB The learning theories most with learning through a change in behavior or the
Arshad, Noreen supported by the design environment shape behavior and the principle of
Izza frameworks reinforcement. Cognitivism theory deals with
are experiential learning how the memory and prior knowledge plays an
and cognitivism. On the important role in learning (Merriam, 1999).
other hand, the effective Humanism theory deals with factors such as self-
educational games criteria determination, the value and potential of the user
that researchers focused depending on their dignity (Combs, 1981)
more are pedagogical Learning must be specific to a particular content
effectiveness, interactive, (Cheng, Lou, Kuo, & Shih, 2013;
specifi c objectives and Effective learning must balance between
goals, and feedback. The challenges and the learners skills in completing
authors have also the challenges. This requirement is based on the
discussed and Flow theory (Admiraal, Huizenga, Akkerman, &
recommended a few Dam, 2011; Csikszentmihalyi, 1990;
research topics that are Csikszentmihalyi, 1997; Finneran & Zhang,
important to educational 2003; Kiili, 2005). The fl ow theory states the
games development but symbiotic relationship between challenges and
are not emphasized enough the skills needed to meet those challenges. The fl
by the research ow experience is assumed to occur when ones
community. skills are neither overmatched nor underutilized
to meet a given challenge (Jong, Shang, Lee, &
Lee, 2010; Tham & Tham, 2012).

2
5 Aim:
This study utilized eye-
The rapid advances and growth in technology,
tracking technology to
Visual behavior, computer games, particularly serious games or
explore the differences
flow and educational games, have demonstrated great
between high- and low-
achievement in potential for learning and instruction. According
conceptual-
game-based to the Federation of American Scientists (2006),
comprehension players
learning computer games are especially useful in
game-based learning
Tsai, Meng Jung 22 universities developing higher- order skills such as multi-
(GBL) behaviors in terms
Huang, Li Ju tasking, strategic thinking, problem solving and
of their visual attention,
Hou, Huei Tse decision making. Up to now, most Game-Based
game flow and conceptual
Hsu, Chung Learning (GBL) research has focused mainly on
achievement
Yuan investigating its effectiveness (Cheng, Su,
Finding:
Chiou, Guo Li Huang, & Chen, 2014; Proske, Roscoe, &
Eye tracking technology
McNamara, 2014)

6 One of the earliest models proposed to account


for involvement in games comes from Malone
and colleagues who proposed a theory of intrinsic
motivation. This was derived from experimental
manipulations of drill and practice games that
suggested that games are rewarding because of
the ways in which they combine the elements of
challenge, fantasy, and curiosity (Malone, 1981).
Aim:
Another general theory of motivation, which has
This paper introduces a set
recently been applied to games (Ryan, Rigby,
of methods developed to
and Przybylski, 2006) is self-determination
explore these issues via a
theory (SDT). Ryan et al. (2006) suggest that
multiple case-study
people play in order to satisfy our psychological
approach. This included
need for: competence (need to experience
game-play observation,
challenge), autonomy (sense of volition), and
cued post-play interview,
relatedness (feeling connected to others).
Making Sense of the collection of
Gee (2004) addresses the issue of how people
Game-Play : physiological data, and the
learn through their involvement with games, by
How Can We use of gaming diaries over
providing an account based on his own
Examine a three week period. An
observations and semiotic analysis. He argues
Learning and examination of the
232 responden that when people play games they are actively
Involvement ? strengths and limitations
engaged in the process of learning a new literacy.
Iacovides, Ioanna of the approach adopted is
This literacy includes multi-modal texts and
Aczel, James presented with reference to
graphical representations. Through gaming,
Scanlon, Eileen two particular
players learn to participate in semiotic domains
Woods, Will methodological issues: (i)
made up of words, pictures, and/or anything else
how to identify
that is used to communicate meaning.
breakdowns and
Gee, J. P. What Video Games Have to Teach Us
breakthroughs that occur
About Learning and Literacy. New York:
during game-play; (ii) how
Palgrave Macmillan, 2004.
to identify learning
Malone, T. W. Toward a Theory of Intrinsically
occurring beyond game-
Motivating Instruction. Cognitive Science: A
play.
Multidisciplinary Journal 5, 1981: 333369.
Finding:
Malone, T. W., and M. R. Lepper. Making
Learning Fun: A Taxonomy of Intrinsic
Motivations for Learning. Aptitude, Learning,
and Instruction 3, 1987: 223 253.
Ryan, R. M., C. S. Rigby, and A. Przybylski. The
Motivation Pull of Video Games: A Self-
Determination Theory Approach. Motivation
and Emotion 30, 2006: 347365.

3
7 In the last few years, digital games have become
increasingly popular with a wide variety of
audiences comprising both hardcore and
casual players (Juul 2010). At the same time,
there has been a growing academic interest in
games and how they support learning.
Gee (2004) provides an account of informal
Aim:
learning through games. He argues that, through
Finding:
Investigating interacting with multi-modal texts and graphical
a game is as effective as
the relationships representations during play, people are
between possible, designers and
essentially developing a new literacy. Further,
practitioners not only need
informal through involvement with games, players can
to consider exactly what
learning and also learn to participate in semiotic domains
kind of learning they want
player made up of words, pictures, and anything else
to support but also what
involvement in used to communicate meaning. These domains
kind of players their
digital games are associated with specific affinity groups of
students are.
players whose knowl- edge, skills and tools
contribute to form complex systems of
GAP
distributed parts. Players are thus able to gain
(and contribute to) resources to help them to
solve problems within, and outside of, the
specific domain.
Juul, J. 2010. A casual revolution: Reinventing
video games and their players.
Cambridge, MA: The MIT Press.
8 Integrating In the past 15 to 20 years there has been an
Game-Based increased interest in the use of games for
Learning learning.Aconsiderable amount of work has
Initiative: Aim: already been done by educational researchers and
Increasing the Finding: theorists (Gee, Squire,Malone, Lepper, Shaffer,
Usage of Game- The most important is it etc.) to identify and to operationalize the native
Based Learning will help advance the use affordances of games that make them good for
Within K-12 of game-based learning in learning.
Classrooms formal settings. The activities that have a game at their core, either
Through educational research as the main activity or as a stimulus for other
Professional community has largely related activities, and have learning as a desired
Learning embraced the pedagogical or incidental outcome (Kirriemuir and
Groups benefits of game-based McFarlane 2004, p. 7)
Denham, Andr learning. Kirriemuir, J., & McFarlane, A. (2004).
R. Literature review in games and
Mayben, Robert learning. Futurelab. Retrieved
Boman, Terri fromhttps://www.nfer.ac.uk/publications/FUTL71
9 Tahap
penguasaan
guru dalam
melaksanakan
pentaksiran
kerja amali Aim:
(peka) sains Finding:
menengah
rendah
Abdul Rahim,
Hamdan
Saliza, Ahmad

4
10 Kemahiran proses sains adalah kemahiran yang
Pemupukan
diperlukan untuk mencari jawapan kepada
kemahiran
sesuatu masalah atau membuat keputusan secara
proses sains di
bersistem. Ia merupakan komponen kemahiran
kalangan
saintifik. Kemahiran proses sains terdiri daripada
pelajar
kemahiran proses sains asas dan kemahiran
tingkatan dua di
proses asas bersepadu (Pusat Perkembangan
sekolah bestari
Kurikulum 1999).
Rose Aminah,
Oleh kerana hasil kajian-kajian di atas
Abdul Rauf
menyatakan penguasaan kemahiran proses sains
Abd Rashid,
Aim: adalah pada tahap rendah hingga sederhana, ini
Johar
Finding: memberikan gambaran bahawa proses
Lilia, Halim
pengajaran dan pembelajaran yang diamalkan di
Siti Rahayah,
sekolah biasa tidak menunjukkan pemupukan
Ariffin
atau penyediaan peluang pemupukan kemahiran
Rauf, Rose
proses sains di kalangan pelajar berlaku, maka
Amnah Abdul
pengkaji ingin mengkaji adakah proses
Johar, Abd.
pengajaran-pembelajaran sains di Sekolah
Rashid
Bestari membolehkan atau menyediakan peluang
Halim, Lilia
pemupukan kemahiran proses sains di kalangan
Ariffin, Siti
pelajar
Rahayah
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