Digital Footprints of Learners: Game Based Learning

-


We live in millennial era that make our children digital natives with the advance of technology. Digital native is defined as a person who has grown up in the digital age and having knowledge of digital systems as an adult. Those all also be called as Net Generation as mentioned by Prensky (as cited Setiawan,2019). The ones who were born between the 80s and 2000s called as Millennial and the ones were born after 2000s named as Generation Z.

We may observe the differences between young and old generation by observing their digital literacy since younger ones spend  most of their time by surfing in the web pages or popular social media sites. While some elderly are trying to turn the pages and highlighting the words in a book, others are scrolling through digital pages and interacting with the text using web tools. The way we interact with others and learn things is quite different from then and now. As Prensky (2001) discussed that our greatest problem that we face in education is sourced from the way we teach because we need to motivate and engage students actively involved in tasks and process information by giving multi-tasking and gaming. That’s why, collaboration is the key term in defining digital natives’ needs and teachers need to take into account the learners’ needs in terms of instructional design of the lessons.

Designing games for educational purposes have many advantages; there are boundaries, rules, conflicts, decision making skills. In addition, games are interactive, rule governed, motivating, problem solving and it is defined as a system itself in which engage players in an artificial conflict and controlled by rules resulted with quantifiable outcomes. A well designed educational game has some feautures such as being age-appropriate, challenging, having achievable goals, gradually levelled, reward giving as well as guiding learners to grow both academically and psychologically (Samur, 2012). Game-based learning is learning through failures, repetation, and engagement so that the learners can adapt any subject. It also leads learners to improve problem solving skills and develop critical thinking skills (as cited in Prensky 2012). There are some examples presented as educational games as following; Dragonbox Big Numbers, Trivia Crack Official Board Game, Rory’s Story Cubes, Rock On! Geology Game, and Clumsy Thief. I would like to share a link with you as well, it gives a bunch of glossary terms related with games to become more familiar and communicate ideally with our learners’ digital life.

·        https://www.bhphotovideo.com/explora/computers/tips-and-solutions/gaming-week-gamers-glossary
·        https://www.newegg.com/insider/26-gaming-terms-every-n00b-should-learn/



References
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon, 9(5), 1-6.
Samur, Y. (2012). Redundancy effect on retention of vocabulary words using multimedia presentation. British Journal of Educational Technology, 43(6), E166–E170. https://doi.org/10.1111/j.1467-8535.2012.01320.x





                                                        

Comments

Post a Comment

Popular posts from this blog

A GLIMPSE OF READINGS IN EDUCATIONAL TECHNOLOGY

-
Image
      This paper reports on the topics covered in EDT6103 Readings in Educational Technology including the historical development of educational technology and its theoretical, psychological and philosophical foundations; instructional design models; past and present topics and trends in educational technology research; recent and future trends in the area of educational technology. As a requirement of this course, the final report includes discussion of the following topics below and it also reflects our perceptions over the reading tasks throughout the course based on the outcomes of learning objectives and criteria on the final rubric. The sections in this final report are presented the following topics listed below. 1-       Definition and the history of the field of educational technology (ET) and your own definition 2-       Educational paradigms and their effects on ET 3- ...
Read more

Self-Regulated Learning: C'mon You Can Do It!

-
Motivation and Self-Regulated Learning play a critical role in one’s learning as a behavior that is instigated and sustained. Hence, a learner’s engagement and persistence in goal directed learning tasks are the factors affecting motivation and self-regulation. Significant attention is needed to be paid to personal goal setting and ways to develop self-perceptions of control in learning and strategies (Driscoll, 2005). To this point, self-regulation is defined as a process where learners activate and sustain cognitions, behaviors and affects that are systematically oriented in setting goals (Zimmerman et. al., 1989). The self-regulation process can be analyzed in three stages; forethought phase that involves the self-regulatory processes that happen before a person acts, performance phase, in which occurs during the behavior and it involves self-control and self-reflection phase that occur after behavior. Specifically, as an EFL teacher, I strongly believe that effective goals are ...
Read more

Radical Behaviorism and Learned Helplessness

-
According to the basic parameters of language learning theories based on this week’s article titled “Radical Behaviorism” by Driscoll (2005), the paradigm of “black box” referring to understanding behavior and learning, from the lenses of B. F. Skinner in 1950s, vividly depicts that nothing can be known about what goes on inside. As Skinner distinguished respondent; involuntary reaction to a stimulus and operant behavior that inherently emitted by an organism, behavior reoccurs if it has been rewarded or reinforced depending on usefulness and effect on the behavior. It is crucial to re-emphasize the contingencies of reinforcement for instance; giving a class dojo point to a student who does an extra work and do book reports motivates other students to read and do extra work to get more dojo point in order to change the avatar of their dojo monsters so that this behavior enhances the probability of functions however it might also serves as counterintuitive when a student gets minus do...
Read more