Creating Educational Math Games Using Construct 2 Software

This study aims to (1) design an interactive media-based learning tool using FlipBook for the subject of Industrial Electronics Engineering, specifically on the topic Elements of Industrial Control Systems, and (2) evaluate the validity and practicality of the developed learning media. The research was conducted with Grade XI students at SMK Negeri 5 Padang, utilizing the 4-D development model, which includes the stages of Define, Design, Develop, and Disseminate. Data were collected in both qualitative and quantitative forms through questionnaires and analyzed using descriptive quantitative methods. The results show that the FlipBook-based interactive learning media covers four core content elements related to Elements of Industrial Control Systems. Expert evaluations indicate that the media has a very high level of validity, with an average score of 90%. Although the media was deemed feasible and effective, some limitations were identified in its implementation by instructors, particularly regarding technical readiness and integration into the learning process. The study concludes that FlipBook media holds great potential as an interactive learning tool in vocational education. However, further development is needed, especially in conducting needs analysis and designing adaptive content tailored to real classroom conditions.

This research is motivated by the lack of development in children's speaking skills, as observed in classroom learning processes. One contributing factor is the limited use of interactive learning media and tools that can stimulate children's speaking abilities. Therefore, finger puppet media based on character cards was developed using the ADDIE model, aimed at improving the speaking abilities of children in Class B at Negeri Pembina Larompong Kindergarten. Data were collected through observation, interviews, and validation by experts and analyzed using descriptive quantitative methods. Based on the research results, the developed media received a score of 88% from material experts and 87.14% from media experts, which falls into the "very valid" category. The use of this media is expected to assist teachers in effectively and enjoyably stimulating children's speaking abilities as an interactive learning tool.

Games that aim for learning activities are referred to as educational games or educational games. The role of games in learning can be seen from the definition of games as a means or tool to: (1) increase awareness and increase motivation; (2) train skills; (3) develop knowledge; (4) communication and collaboration; and (5) integrate learning experiences. Educational games are designed to convey learning material or reinforce understanding of learning concepts. Educational games are very interesting to develop, and there are several advantages of educational games compared to conventional educational methods; one of the main advantages of educational games is the visualization of real problems. The purpose of this research is to apply power point-based educational games as a medium for preventing bullying behaviour in early childhood. This research method is both quantitative and qualitative. Quantitative data is data obtained by counting the number of correct answers chosen by students in the game, while qualitative data is obtained from observations, interviews and comments and suggestions from teachers. The results of the research resulted in Educational Game products in the form of Microsoft PowerPoint learning media which contain material, quizzes, practice questions, and games that can increase student motivation to prevent bullying at school, home, or in PAUD units

Each tool and part contained in a coffee maker has its own level of importance and may not function optimally. This problem often becomes a problem for users or bartenders on duty at work. To overcome this problem, this can be done by someone who has basic knowledge of Lamarzocco coffee makers. However, sometimes these problems also require a high level of expertise from the components so that special technicians are needed to repair them. How to design an expert system application with the forward chaining method to diagnose failures in Lamarzocco coffee machines. In this research the author used the PHP programming language and MySQL database. The research method used by the author is data collection, analysis and object-oriented programming. The program can then be accessed on the website for ease of use, which will then be black box tested with the manager or supervisor of the relevant point of sale. The results of research on the design and application of an expert system using the forward chaining method can diagnose damage to an espresso coffee maker (Lamarzocco coffee maker), this expert system application can be used to assist employees in handling damage to a Lamarzocco espresso machine very well without any problems occurring, and From the results of trials using black box testing on the Lamarzocco coffee machine damage expert system application, we got good results

The aim of this study is to investigate how the integration of technology, particularly games, in mathematics education serves as an innovation in mathematics learning. The focus of this research is on the integration of technology in mathematics education, particularly concerning the topic of algebra, specifically linear equations in one variable, using gamification media with the assistance of RPG Maker MV application. This research employs a hermeneutic phenomenological approach to understand the subjective meanings contained in individual experiences related to the use of gamification in a learning context. A total of 39 seventh-grade students and 2 educators from a public junior high school in Luwuk were selected as subjects for this study. The research utilized both test and non-test instruments. Data analysis followed the Miles and Huberman model, involving three stages, namely data reduction, data presentation, conclusion drawing. The results showed that the integration of technology, particularly the use of gamification in mathematics education, has received a positive response from students especially in the field of students' interest, collaboration, and motivation and serves as an innovation in mathematics learning. RPG games have great potential to be used as an interactive learning tools in the classroom because they contain various interesting features that support the psychological and cognitive development of students. Researchers are recommended to design a didactic design that integrate technology, ensuring that educational practices are both engaging and effective in enhancing students' learning experiences.

This study aims to analyze the use of interactive learning media in mathematics learning in elementary schools. The research method used was a systematic literature review. The analysis results indicate that the use of interactive learning media such as digital applications, augmented reality, educational games, and manipulative media significantly improves students' understanding of mathematical concepts, motivation, and learning outcomes. Furthermore, interactive media has proven effective in creating enjoyable, contextual, and student centered learning environments. These findings confirm that interactive learning media not only facilitate conceptual understanding but also strengthen students' critical thinking, problem-solving skills, and positive attitudes toward mathematics in the 21st century. It is concluded that interactive learning media is an effective strategy for improving the quality of elementary mathematics education through innovative and technology-integrated learning.

Different types of serious games have been used in elucidating computer science areas such as computer games, mobile games, Lego-based games, virtual worlds and webbased games. Different evaluation techniques have been conducted like questionnaires, interviews, discussions and tests. Simulation have been widely used in computer science as a motivational and interactive learning tool. This paper aims to evaluate the possibility of successful implementation of simulation in computer programming modules. A framework is proposed to measure the impact of serious games on enhancing students understanding of key computer science concepts. Experiments will be held on the EEECS of Queen's University Belfast students to test the framework and attain results.

Serious games have been used to facilitate learning and training processes with examples of implementation in healthcare and military training. The learning objectives of these games are to help the players understand specific and complex concepts. This paper focuses on developing a board game, named ThinkLog, to facilitate learning on Supply Chain Management (SCM). It serves as a face-to-face interactive learning tool that can be expended to cover variations of scenarios. Using two interactive sessions with government officials, we are able to validate that ThinkLog was effective in deepening the players' understanding of SCM concepts.

This paper examines youth storytelling during co-design of an identity-expressive educational game for learning data science.Using interaction analysis of co-design interviews with middle school students, we explore how storytelling allows participants to (a) use existing game elements to position themselves and (b) express their interests and identities through imagined game futures.We argue that analyzing youth's interactive storytelling and identity enactments during co-design can inform the development of game narratives that represent diverse youth.Our findings contribute to the design of inclusive virtual worlds for STEM learning that celebrate youth identities and experiences.We discuss implications for engaging youth voices in the co-design process and creating educational games that resonate with diverse learners. PurposeVideo games are important contexts for inclusive STEM learning, allowing players to explore and enact identities (Gaydos & Devane, 2019; Gee, 2014).However, designing educational games that connect to diverse players' lives and identities is a significant challenge.Our project employs youth co-design to create "The Isles of Ilkmaar," a virtual world that supports identity-expressive data science learning among diverse youth, particularly genderexpansive youth, cis-girls, and youth of color.In this paper, we explore storytelling as a method for engaging diverse youth in co-design.An initial analysis showed how storytelling within co-design activates youth expertise and imaginations, facilitating a transition from game players to game designers (Radke, et al., 2023).We now look more closely at storytelling episodes to understand youth's shifting positionalities within the co-design context, illustrating how storytelling allows youth to (a) refer to and take up existing game elements as resources for positioning themselves as designers and (b) author and animate imagined new game futures in which they can projectively identify (Gee, 2014) with the player character.By analyzing youth narratives through the lens of positioning, we aim to understand how youth contributions to co-design arise from and reflect the dual positionalities of game designer and future player, contributing to the understanding of how to design educational games that connect to diverse players' lives and identities.

Target of this research is to explain influence model study of Inquiry to increase� Skill Of Critical thinking, Understanding of Concept and of Psikomotor Student. Research method the used [is] Mixed Methods Research with desain the used [is] Control post-test pre-test group, namely perceive two selected group. Research Subyek [is] class student of X SMK, while research sampel [is] class student of X counted 71 student ( 2 class). Research instrument in the form of tes ability of critical thinking,understanding of conception and student psikomotor. Before instrument used to be test-drive to know validity, realibilitas, mount distinguishing energy and difficulty, except making of mask [do] not� [to] test-drive. Data collecting [pass/through] pre of tes and of pasca tes. Data analysis [done/conducted] with descriptive analysis and to test hypothesis� [to] test independent t. Before test of statistic, beforehand� [to] test assumption in the form of homogeneity and normalitas. Pursuant to data analysis and solution obtained. : ( 1)Applying of� model study of Inquiry have an effect on to uplifting of skill of critical thinking, understanding of concept and psikomotor [at] cell items [in] class of x SMK. Study executed [in] higher experiment class 27% compared to class of control. Result of improvement ( Gain) of[is understanding of experiment class student concept 0,3 [is] higher the than from class of control. Result of improvement ( Gain) skill of critical thinking [of] experiment class student 0,11 [is] higher the than class of control. : ( 2)Applying of model study of praktikum base on Inquiry can improve the understanding of student concept [at] cell items [in] class of X SMK. . ( 3).Applying of model study of Inquiry can uplift skill critical thinking [of] student [at] cell items [in] class of X SMK. : ( 4)Relation [among/between] variable study of praktikum base on inquiry ably critical thinking and understanding of student concept equal to 15 %.: ( 5)Presentase agreing to usage of model study of Inquiry equal to 79%, while the rest 21% expressing disagree to study of InquiryKeywords: Inquiry; Berpikir Kritis; Pemahaman Konsep; Psikomotor�

Scouting, or Praja Muda Karana, which means young people who like to work, has become an extracurricular activity that must be held in schools and is regulated by the Law of the Republic of Indonesia. Tri Satya and Dasa Dharma are scouting principles applied through scouting teaching methods, including interactive learning in the open air. One form of implementation is through exploration activities. Along with the rapid development of science and technology, scouting material is now easier to convey through educational games. Educational games are specifically designed to teach specific concepts and understanding, as well as to guide, train skills, and motivate players. Therefore, the aim of making this game is to describe and simulate exploration activities, which is one of the essential aspects of scouting activities. Applying the A* pathfinding algorithm in a 3D game with a scout exploration theme is critical in helping players determine the fastest path to the destination post. This game is expected to improve the player's learning experience with realistic challenges and interactive learning. This game was developed using the Digital Game-Based Learning-Instructional Design (DGBL-ID) method and tested using black box testing. The implementation results show that the scout exploration game application provides positive benefits, as proven by the results of a questionnaire using the Guttman scale with the title "Very Good," indicating that this game is a learning medium that is easy to understand and fun.

Computer-mediated teaching can be very effective in enhancing students' understanding of concepts and increasing their involvement in the classroom. This paper presents an interactive visual simulation tool to assist instructors in demonstrating power system stability phenomena. Power flow computations, used to initialise the simulation, are carried out using Matlab, whereas the simulation is implemented using Simulink. The Graphical User Interface (GUI), which controls the whole program and is constructed using C#, provides the capability to change system parameters/operating points interactively. To further the grasp of stability notions and reinforce the sense of seamless photorealistic interaction with the simulation, visual animation illustrating the synchronous generator along with virtual analogue meters, represented as ActiveX controls to portray inherent machine variables, are constructed. Several test cases, which cover various power system stability events, are described and analysed.

As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.

The integration of digital games in programming education is an approach aimed at overcoming challenges such as high dropout rates and learning difficulties in this subject. This systematic mapping examines digital games applied to programming learning through the analysis of 19 selected studies from a total of 1143. The results highlight that digital games not only significantly increase student engagement, but also improve their understanding of fundamental programming concepts. Games offer a playful and interactive form of learning, enabling a more engaging and effective educational experience. This study contributes to the field of technology education by demonstrating how digital games can be effectively used to teach programming, suggesting a potential reduction in dropout rates and an improvement in the quality of learning in technical and engineering courses. The review also identifies a significant gap in the literature on the potential disadvantages of using games in educational environments, highlighting the need for future research in this area.

Low conceptual understanding in physics remains a recurring problem in secondary education, particularly because learning is often dominated by conventional methods. Although the Problem-Based Learning (PBL) model can promote critical thinking, its potential is not maximized without the support of interactive media. This study aims to determine the effectiveness of integrating Articulate Storyline into PBL as a strategy to enhance students’ conceptual understanding of physics. This quasi-experimental research employed a non–equivalent control group pretest–posttest design, involving 50 tenth-grade students at SMAN 1 Labuhan Haji Barat, South Aceh, Indonesia. Class X IPA 1 (25 students) served as the experimental group, while Class X IPA 2 (25 students) acted as the control group, which was selected by the purposive sampling technique. Instruments consisted of a two-tier concept test and a student response questionnaire. Data were analyzed using N-Gain, an independent t-test, and qualitative categorization of conceptual understanding. The results showed that the experimental group achieved a higher N-Gain of 0.52, categorized as medium, compared to the control group of 0.26, which was categorized as low. An independent t-test revealed a significant difference between the two classes with an alpha value of 0.05. Qualitative analysis revealed a significant shift in students’ conceptual categories, as the number of students in the “not understanding” and “misconception” groups decreased. In contrast, those in the “understanding concept” category increased substantially. Moreover, 91.2% of students responded positively to the use of Articulate Storyline, particularly appreciating its visual simulations, structured learning flow, and interactive quizzes. Integrating Articulate Storyline into PBL effectively enhances students’ conceptual understanding and engagement in physics. This synergy provides empirical evidence that technology-enhanced PBL not only improves learning outcomes but also reduces misconceptions and fosters more meaningful learning experiences. Keywords: articulate storyline, conceptual understanding, problem-based learning.