Advertisement

A Proposed Conceptual of Derivative Games Based Learning

  • Ainon Syazana Ab HamidEmail author
  • Izni Syamsina Saari
  • Samsiah Abdul Razak
  • Aslina Omar
Conference paper

Abstract

This concept paper explores certain components that should be combined in the process of designing and developing derivative game. The proposed components include integration of pedagogy, elements of DGBL and ARCS Model in design and development which may be considered in deploying the DGBL approach into the learning of undergraduate calculus in the curriculum setting of Universiti Teknologi MARA Malaysia. The implication of this study can be as a criterion to develop the derivative games and effectiveness of digital games as a motivational tool for students in order to explore and learn the conceptual understanding of differentiation related to function as stated in calculus education syllabus.

Keywords

Derivative game DGBL and ARCS model Undergraduate calculus 

Notes

Acknowledgements

This research is funded by Academic & Research Assimilation (ARAS) that is managed by the Research Management Institute, Universiti Teknologi MARA, Malaysia (600-RMI/DANA 5/3/ ARAS (0171/2016).

References

  1. 1.
    Tall, D.: Conceptual foundations of the calculus. In: Proceedings of the Fourth International Conference on College Mathematics Teaching, pp. 73–88 (1992)Google Scholar
  2. 2.
    Tall, D.: Introducing three worlds of mathematics. Learn. Math. 23(3), 29–33 (2004)Google Scholar
  3. 3.
    Thompson, P.W.: Students, functions, and the undergraduate curriculum. In: Research in Collegiate Mathematic Education, pp. 21–44 (1994)Google Scholar
  4. 4.
    Zandieh, M.: A Theoretical Framework for Analyzing Students’ Understanding of the Concept of Derivative. CBMS Issues in Mathematics Education, vol. 8, pp. 103–127 (2000)Google Scholar
  5. 5.
    Paramenswaran, R.: On understanding the notion of limits and infinitesimal quantities. Int. J. Sci. Math. Educ. 5, 193–216 (2007)CrossRefGoogle Scholar
  6. 6.
    Tall, D.: Looking for the bigger picture. Learn. Math. 31(2), 17–18 (2011)Google Scholar
  7. 7.
    Prensky, M.: Digital Game-Based Learning. McGraw-Hill (2001)Google Scholar
  8. 8.
    Papastergiou, M.: Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Comput. Educ. 52, 1–12 (2009)CrossRefGoogle Scholar
  9. 9.
    Prensky, M.: Digital game-based learning. ACM Comput. Entertain. 1(1), 1–4 (2003)CrossRefGoogle Scholar
  10. 10.
    Erhel, S., Jamet, E.: Digital game-based learning: impact of instructions and feedback on motivation and learning effectiveness. Comput. Educ. 67, 156–167 (2013)CrossRefGoogle Scholar
  11. 11.
    Clark, R.E., Mayer, R.E.: E-learning and the Science of Instruction, 2nd edn. Jossey-Bass, San Francisco (2008)Google Scholar
  12. 12.
    Mayer, R.E.: Cognitive theory of multimedia learning. In: Mayer, R.E. (ed.) The Cambridge Handbook of Multimedia Learning, pp. 31–48. Cambridge University Press, New York (2005)Google Scholar
  13. 13.
    Perrotta, C., Featherstone, G., Aston, H., Houghton, E.: Game-Based Learning: Latest Evidence and Future Directions. NFER, Slough (2013)Google Scholar
  14. 14.
    Connolly, T.M., Stansfield, M.H., Hainey, T.: An application of games based learning within software engineering. Br. J. Edu. Technol. 38(3), 416–428 (2007)CrossRefGoogle Scholar
  15. 15.
    Mayer, I.S., Carton, L., de Jong, M., Leijten, M., Dammers, E.: Gaming the future of an urban network. Futures 36(3) (2004)Google Scholar
  16. 16.
    Kim, S., Chang, M.: Computer games for the math achievement of diverse students. J. Educ. Technol. Soc. 13(3), 224–232 (2010)Google Scholar
  17. 17.
    Papastergiou, M.: Exploring the potential of computer and video games for health and physical education: a literature review. Comput. Educ. 53, 603–622 (2009)CrossRefGoogle Scholar
  18. 18.
    Vahed, A.: The tooth morphology board game: an innovative strategy in tutoring dental technology learners in combating rote learning. In: Conference: 2nd European Conference on Games Based Learning (ECGBL) (2008)Google Scholar
  19. 19.
    Malone, T.W.: Toward a theory of intrinsically motivating instruction. Cogn. Sci. Multidiscip. J. 5(4), 333–369 (1981)Google Scholar
  20. 20.
    Lloyd, P.: Rieber: seriously considering play: designing interactive learning environments based on the blending of microworlds, simulations, and games. Educ. Technol. Res. Dev. 44(2), 43–58 (1996)MathSciNetCrossRefGoogle Scholar
  21. 21.
    Garris, R., Ahlers, R., Driskell, J.E.: Games, motivation, and learning: a research and practice model. Simul. Gaming 33(4), 441–467 (2002)CrossRefGoogle Scholar
  22. 22.
    Ricci, K., Salas, E., Cannon-Bowers, J.A.: Do computer-based games facilitate knowledge acquisition and retention? Mil. Psychol. 8(4), 295–307 (1996)CrossRefGoogle Scholar
  23. 23.
    Liu, M., Horton, L., Olmanson, J., Toprac, P.: A study of learning and motivation in a new media enriched environment for middle school science. Educ. Technol. Res. Dev. 59, 249–265 (2011)CrossRefGoogle Scholar
  24. 24.
    Kaptelin, V., Cole, M.: Individual and collective activities in educational computer game playing. 303–316 (2002)Google Scholar
  25. 25.
    Dunn, P., Richardson, A., Oprescu, F., McDonald, C.: Mobile-phone-based classroom response systems: students’ perceptions of engagement and learning in a large undergraduate course. Int. J. Math. Educ. Sci. Technol. 44(8), 1160–1174 (2013)CrossRefGoogle Scholar
  26. 26.
    Aydin, Y.: The effects of problem based approach on student’s conceptual understanding in a university mathematics classroom. Procedia Soc. Behav. Sci. 704–707 (2014)Google Scholar
  27. 27.
    Cheung, A., Slavin, R.E.: The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: a meta-analysis. Educ. Res. Rev. 9, 88–113 (2013)Google Scholar
  28. 28.
    Kidron, I., Zehavi, N.: The role of animation in teaching the limit concept. Int. J. Comput. Algebr. Math. Educ. 9(3), 205–227 (2002)Google Scholar
  29. 29.
    Morgan, P., Ritter, S.: An Experimental Study of the Effects of Cognitive Tutor® Algebra I on Student Knowledge and Attitude. Carnegie Learning, Inc., Pittsburgh, PA (2002)Google Scholar
  30. 30.
    Spotnitz, S.: Intrinsic motivation in students with learning disabilities as examined through computer based instruction in mathematics (2001)Google Scholar
  31. 31.
    Hamizul, M.: Nik Mohd Rahimi: design and development of Arabic online games–a conceptual paper. Procedia Soc. Behav. Sci. 174, 1428–1433 (2015)CrossRefGoogle Scholar
  32. 32.
    Tang, S., Hanneghan, M.B., El-Rhalibi, A.: Introduction to games-based learning. In: Connolly, T.M., Stansfield, M.H., Boyle, E. (eds.) Games-Based Learning Advancement for Multisensory Human Computer Interfaces: Techniques and Effective Practices (2009)Google Scholar
  33. 33.
    Moschini, E.: Designing for the smart player: usability design and user centered design in game-based learning. Digit. Creat. 17, 140–147 (2006)CrossRefGoogle Scholar
  34. 34.
    McFarlane, A., Sparrowhawk, A., Heald, Y.: Report on the educational use of games: an exploration by TEEM of the contribution which games can make to the education process (2002)Google Scholar
  35. 35.
    Thomas, W.: Malone: toward a theory of intrinsically motivating instruction. Cogn. Sci. Multidiscip. J. 5(4), 333–369 (1981)Google Scholar
  36. 36.
    Klaila, D.: Game-Based E-Learning Gets Real. Learning Circuits (2001)Google Scholar
  37. 37.
    Keller, J.M.: The use of the ARCS model of motivation in teacher training. In: Shaw, K., Trott, A.J. (eds.) Aspects of Educational Technology Volume XVII: Staff Development and Career Updating. Kogan Page, London (1984)Google Scholar
  38. 38.
    Keller, J.M.: Development and use of the ARCS model of motivational design. J. Instr. Dev. 10(3), 2–10 (1987)CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  • Ainon Syazana Ab Hamid
    • 1
    Email author
  • Izni Syamsina Saari
    • 1
  • Samsiah Abdul Razak
    • 2
  • Aslina Omar
    • 3
  1. 1.Faculty of Computer & Mathematical SciencesUniversiti Teknologi MARA, Melaka Branch, Alor Gajah CampusAlor Gajah, MelakaMalaysia
  2. 2.Faculty of Computer & Mathematical SciencesUniversiti Teknologi MARA, Perak Branch, Tapah CampusTapah RoadMalaysia
  3. 3.Faculty of Computer & Mathematical SciencesUniversiti Teknologi MARA, Johor Branch, Pasir Gudang CampusMasai JohorMalaysia

Personalised recommendations