Research Article
Ngoc Dan Nguyen, Nguyen-Ai-Thu Duong, Minh Dung Tang
CONT ED TECHNOLOGY, Volume 18, Issue 4, Article No: ep692
ABSTRACT
Digital games can support mathematics learning when their features are aligned with mathematical content and instructional goals. This methodological study adapted the technological pedagogical content knowledge-practical rubric to examine game pedagogical content knowledge in digital game-based mathematics lesson plans. The seven dimensions and four performance levels of the original rubric were retained, while the descriptors were revised for game mechanics, mathematical representation, instructional guidance, and game-supported assessment. The adapted descriptors underwent qualitative review by three experts. Two trained raters then used the rubric to score 50 lesson plans, and agreement for each dimension was estimated using weighted Cohen’s kappa. The coefficients ranged from .710 to .885, indicating substantial to almost perfect agreement. These coefficients describe agreement between the two raters for this sample; they do not establish construct or criterion-related validity. The rubric may provide teacher educators and professional development facilitators with a structured basis for reviewing and revising digital game-based mathematics lesson plans. Further studies should test the rubric with an independent expert panel, additional raters, new samples from multiple institutions, and evidence from classroom practice.
Keywords: digital game-based learning, rubric, assessment, teacher, TPACK-G, mathematics education
Research Article
Mohammad Taufiq Abdul Ghani, Mahizer Hamzah, Wan Ab Aziz Wan Daud, Taj Rijal Muhamad Romli
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep344
ABSTRACT
In the 21st century, the advancement of technology has changed how people, especially the younger generation communicate and socialise with each other, as well as how they learn, acquire and process information. Therefore, this study aims to explore the impact on the employment of digital game-based learning in Arabic class at the tertiary level. This study is a qualitative study and data obtained through semi-structured interview sessions with 16 students at tertiary level, who exposed to the mobile digital game in learning the Arabic language. The students were chosen purposively based on several determining characteristics. The major findings indicated that the mobile digital game produces a significant effect on their learning achievement and enhances their Arabic vocabulary acquisition. Besides, the digital game-based learning also promotes a student-centred and interactive learning, while additionally creates an enjoyable environment for learning that could encourage student participation in class activities, sustain their learning engagement, and improve their motivation. This study explored opportunities for Arabic language lecturers to practice digital game-based learning as it promotes student-centred learning, which would enhance student’s participation in language activities and provide them with a joyful, fun, and active learning environment.
Keywords: Arabic language, mobile digital game, digital game-based learning, teaching and learning, mobile learning