BIL KAJIAN Definisi Educational Games Model Design Jenis-jenis EG dalam

(Games design, Pedagogy,Learning pembelajaran (mobile,

Content Modelling” laptop, board )

1 Min Lun Wu, 2018 , Canadian Using this make Pedagogy Project based
Center Of Science and student more
Education Journal focus ae make
student more
faham
2 Azman Ab. Rahman1*, Sesuatu kaedah Learning content modeling , penkaji Board games
Muhammad Sabri Sahrir2, pengajaran yang nak sampel tu dapat guna EG ni sebagai
Nurkhamimi Zainuddin3 and menggunakan lebihan kepada fahaman.
Hasanah Abd. Khafidz4 2018 game sebagai
alternative
dengan tujuan
untuk lebih
menarik dan
menyerinokkan
5515 Useful tools Pegagogy Online games
Pablo ZAMBRA Graduate dalam proses
Program in Accounting pengajran dan
Federal University of pembelajaran
Uberlandia Uberlandia, yang mampu
BRAZIL memberikan
skor markah
yang lebih tinggi
kepada murid.
4 SUSAN B. HOPPER, 2018 Satu kaedah pedagogy Computer games
yang membantu
alternative
menggunakan
games untuk
 recsntruct
masalah
5 Saovapa Wichadee & Alternative Learning Content Modelling Online Games (Kahoot)
Fasawang Pattanapichet (2018) kaedah
tradisional
0854 Kaedah Pedagogy Online games (12)
M. Esther del Moral Pérez, pengajaran
Alba P. Guzmán Duque , L. interaktif untuk
Carlota Fernández García membangunkan
motivasi belajar
pelajar.
5029 Medine Baran, Abdulkadir Mewujudkan Learning content modelling Project Base
Maskan, Seyma Yasar self
development on
students , work
skill
4964 Roland Klemke, Maka Eradze, Aplikasi game Online (MOOC)
Alessandra Antonaci yg
dinitgerasikan Pedagogy
kepada
pembelajaran
untuk menarik
minat murid
4953 Ioannis Altanis , symeon Sebagai Pedagogy Computer games
Retalis and Ourania pemudahcara
Petroupulou dalam pdp
zaman 21
9388 Sophie McKenzie, Aaron highly stimulating, Learning content Modelling Phone (ipad)
Spence, Maria Nicholas motivational and
engaging
environment for
students,
5054 Joao Alberto Arantes do A base for Pedadogy Web online games
Amaral learning using
 internet
Hsu2018 Chih-Chao Hsu & Tzone-I A base for Pedagogy Web base
Wang learning using
internet
Jsu.09 Richard Lamb, Pavlo Satu platform Pedagogy VR, online
Antonenko pemudahcara
yang lebih
dinamkik untuk
proses pd
compare to
hands on
activity
Jsu.0091. Afroditi Stolaki, A platform to pedagogy ONLINE
2. Anastasios A. Economides enhance students
to study
15 Jerry Chih-Yuan Sun A base to pedagogy Tablet mobile
conduct and
enhance student
to participate in
activites
16 Gwo-Jen Hwang Can make Learning content modelling e-book design software
student anxiety,
kefaman yg
lebih tinggi
17 Zhi hing cheng Make student to Pedagogy Computer games
remain happy
with the topik
18 Venera-Miheala Cojocariu Promote positive Pedagogy WEB games
attitude to
student and keep
student focus
19
20
1. Apakah yang dimaksudkan dengan Educational Games (EG) dalam pembelajaran
 2. Bagaimana kajian dijalankan bagi meneroka EG dalam pembelajaran

BIL KAJIAN Biidang (mt, Bentuk kajian Lokasi kajian Bilangan Negara yang Hasil akhir
English, bm , yang dijalankan sampel dan kerap kajian.
bo or else) dijalankan. Jenis menjalakankan
sampel kajian ini.
(TDK, SK,
SMK).

Islamic Study Questinaire Higher 235 sampel Malaysia The result

indicated that
(Zakat) education
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
5515 Accounting Pra and post Higher 39 brazil Indicate
test education student
performance in
class
0969 Education Pra and post Higher 37 texas Indicate
(Pendidikan) test education student
performance in
class
0635 Education Pra and post Higher 2645 thailand Not only
(Pendidikan) test education (67x38) increased
students student
 motivation also
enhances
learning
outcomes
Mathemtics Questionarie Primary 119 spain Positive when
(pendidikan) skala liket education use online
games
compare ti
traditional
Phyisc Pre and post Primary 34 Turkey Enjoy
test school implemetend
and score more
marks compare
to other group
Education Eksperimen Higher 9 Netherlands Using MOOC
Education more efficient
compare to old
style
Eduction Eksperimen Primay 22 Athens Membina
Education thinking skill
murid dan
membantu
 murid dalam
kehidupan
seharian
Alphabet Eksperimen Kindergarden 10 Australia Murid
(Kindergarden) menguasai
alphabet A to
Z dengan baik
menggunakan
ipad as
membantu
Management Eksperimen Higher 100 Brazil Make student
education mor realize and
use the app on
daily life.
Computer Quasi- Higher 242 Taiwan Enhance
Science experiment Education student to join
and learn the
topic dengan
baik
Science Higher 100 New York Memupuk sifat
education education disiplin murid
dan juga skill
 murid.
ict Quasi Higher 90 Greece Student sifat
experimental educaiton semakin nak
belajar dan
lebih
cenderung
bermotivasi
Open Eksperimen Higher 34 Taiwan Student have
education more confident
Technology ESKPERIMEN SK 72 Taiwan Muridlebih
confident anf
more feeling
Eglish eksperimen SK 30 China Murid lebih
aktif dan
kemahiran
meningkat
Kindergaden eksperimen kindergarden
oPEN qualitative Middle 15 taiwanese Pembelajaran
school tidak
membosankan
 3. Bagaimanakah kekangan yang dihadapi semasa mengintegrasikan EG dalam pembelajaran.

Rumusan daripada gap kajian.

Higher Education 25
Elementary Education 9
Secondary Education 5
Middle Schools 3
Grade 5 2
High Schools 2
Early Childhood Education 1
Elementary Secondary 1
Education
Grade 2 1
Grade 4 1
Grade 6 1
Grade 7 1
Kindergarten

In a similar study, Connoly et al. (2012) examined 129 papers in the literature on computer games and SGs regarding the possible
impacts of these games on learning, skills development and player’s commitment. These authors found evidences that the use of
digital games for learning purposes has been employed in the most diverse curricular areas, especially in health, business and social
issues, and that the main results of those studies involved knowledge acquisition, content understanding and motivational and effective
issues (Connoly et al., 2012). Figure 1 indicates the main characteristics of Educational Games; these characteristics are expected to
present a positive effect on the teaching/learning process.

Characteristic Contribution Authors

Entertaining SGs are entertaining such Bellotti et al. (2013)
as conventional games, Jackson and McNamara
thus increasing students’ (2013)
engagement and making Hamari et al. (2016)
learning enjoyable.
Purpose Differently of Marsh (2011)
conventional games, SGs Girard et al. (2013)
are not used only for Bellotti et al. (2013)
entertainment, but for
useful purposes, such as
education, training, skills
development, among
many others.
Experiential SGs provide opportunities Raybourn (2007)
for experience and Marsh (2011)
emotion through the Hamari et al. (2016)
virtual simulation
environment, thus making
the learning process to
happen spontaneously.
Flexibility SGs provide a large range Westera, Nadolski,
of learning scenarios and Hummel and Wopereis
may be used in various (2008)
knowledge areas. Breuer and Bente (2010)
Backlund and Hendrix
(2013)