Game-Based Learning in Wine Education

This study described the level of skills, and interests in learning more about, selected teaching activities and educational technologies among faculty with teaching appointments in the College of Agricultural, Food and LifeSciences at the University of Arkansas. As part of a United States Department of Agriculture grant, the study served as a needs assessmentfor designingfaculty development activities. Teaching faculty perceived that they had relatively high levels of skills in traditional classroom teaching areas such as lecture and discussion methods. However, they had high levels of interest in learning more about these skills. Their self-perceived levels of skills were low in such non-traditional areas as case studies, discovery learning, and peer observation, and they expressed little interest in learning more about these topics. There was little relationship between their level of skill and level of interest in learning more about teaching methods. These faculty rated their levels of skill in educational technologies lower than for the teaching methods. However, they expressedgenerally high levels of interest in learning more about the technologies. A substantial positive relationship was found between level of skill and interest in learning more about educational technologies.

Vocabulary acquisition is a crucial aspect of second language acquisition (SLA). To facilitate this process, many game-based learning (GBL) activities have been integrated into learning materials, including the New Headway Plus books. These books are specifically designed for adult learners of English in the Middle East and North Africa and are used to teach all freshmen at the University of Bisha in Saudi Arabia. This study has four main objectives: to identify the various types of GBL vocabulary activities included in the prescribed textbooks; to examine the extent to which these activities are efficacious in enhancing Saudi students' second language (L2) vocabulary acquisition; to identify students' perceptions of the role of GBL activities in enhancing their psychological factors; and to examine the impact of students' majors on vocabulary aspects and psychological aspects. Data for this study were collected from the selected books, question sheets for midterm and final exams, students' scores in these exams, and a questionnaire administered to 63 Saudi non-English majoring students. The analysis of the results revealed that various GBL activities were incorporated in the prescribed textbooks, such as crossword activities, picture-word and word-word matching, word scrambles, collocations, and categorization, with crosswords being the most prevalent. GBL activities proved to be efficient in enhancing their vocabulary and recalling previously learned words. Additionally, students had a positive perception of the role of these activities in enhancing their psychological factors. While students' majors were found to have a statistically significant impact on vocabulary acquisition, they did not have a statistically significant impact on psychological aspects such as motivation, engagement, self-confidence, interest, shyness, and collaboration. Recommendations are made to enhance students' L2 vocabulary acquisition.

This research was game-based learning on integer addition, subtraction, multiplication and division for Grade 7 students. Research objectives were 1) to develop game-based learning with an efficiency of 75/75, 2) to compare students’ learning achievement before and after the implementation of game-based learning approach, and 3) to examine students’ satisfaction with game-based learning. The sample group consisted of 28 Grade 7 students from Khambongpittayakom school, selected through purposive sampling. The game-based learning activities encouraged students' interest in learning, provided enjoyment, promoted peer interaction, stimulated enthusiasm, and supported systematic thinking and problem-solving in real-time learning contexts. Moreover, the approach enhanced understanding of mathematical content as all students actively participated in learning by playing games that integrated mathematical concepts. The research instruments included six lesson plans, a 20-item multiple-choice achievement test, and a 10-item student satisfaction questionnaire. Data were analyzed using mean, percentage, standard deviation, and t-test. The results showed that: 1) the efficiency of the game-based learning activities was 78.71/80.36, which exceeded the expected criterion, 2) students’ post-test scores were significantly higher than their pre-test scores at the .05 level, and 3) students' satisfaction with game-based learning was at the highest level (equation = 4.59, SD = 0.70). The results are consistent with the research hypothesis therefore, game-based learning can effectively enhance students' academic achievement.

This research aims to examine the interest of children at the Bahrul Ulum Quran Education Park (TPQ) in learning using the memorization and play method. With the title "The Interest of TPQ Bahrul Ulum Children Using the Memorization and Play Method."The research method used is an experiment with a pre-post test design and a control group.Learning with the memorization and play method was implemented in the experimental group, while the control group received conventional learning. Data were collected through observation to assess the level of children's interest in learning. The research results show that the children of TPQ Bahrul Ulum exhibit a higher level of interest in learning using the memorization and play method compared to conventional learning. The conclusion of this research is that the memorization and play method is effective in increasing the interest of TPQ children in learning. Recommendations for future learning activities involve the broader application of this method, with an emphasis on creative and interactive aspects. This research contributes to a deeper understanding of learning approaches that can enrich the learning experiences of children in TPQ, supporting the development of the quality of religious education in that environment.

The Philippines scored the lowest and bagged the lowest spot out of all the nations that took part in the 2018 Programme for International Student Assessment (PISA). This study aimed to evaluate the effectiveness of game-based learning activities in enhancing Filipino language vocabulary among Grade 9 students in a secondary school in Misamis Occidental during the 2024–2025 academic year. The study implemented a single-group pretest-posttest design that involved 29 Grade 9 students who were chosen through purposive sampling. Students engaged in vocabulary-enhancing games specifically designed to improve their Filipino vocabulary. Researchers administered pre- and post-tests to assess the students’ vocabulary knowledge before and after the intervention. The pre-test aimed to determine the baseline vocabulary levels, while the post-test assessed the improvement in vocabulary after the game-based learning activities. Statistical analysis was conducted using SPSS, applying descriptive statistics and a paired t-test to measure vocabulary improvement and evaluate the impact of the game-based learning intervention. The findings showed that before the conduction of the game-based learning activity, the students’ level of vocabulary was generally below the expected level. A significant improvement in the students’ vocabulary performance was seen following the game-based learning activities. The analysis revealed a highly significant difference in the students’ Filipino vocabulary before and after the game-based learning exercise was implemented. Therefore, game-based learning can be an effective instrument for improving vocabulary retention and fostering student engagement in the Filipino language. The development of vocabulary and general language learning in Filipino can be aided by integrating game-based activities into the curriculum.

Game-based learning is a well-established educational concept that has been rejuvenated through digital technology. Game-based learning leverages the interactive nature of games to promote active knowledge acquisition in students. The effectiveness of game-based learning centers on two key components: competition and engagement. This theory is rooted in the belief that engagement occurs when students actively perform tasks within a stimulating game environment, fostering active learning. Modern digital games seamlessly integrate educational content with gameplay, facilitating the transfer of information from short-term to long-term memory. Game-based learning is applicable across various educational settings, including higher education in the health professions. In higher education, digital games stimulate active engagement, supporting the development of problem-solving skills and collaboration in academic environments. Furthermore, game-based learning instills a valuable lesson in students — the ability to learn from mistakes and failures while completing the assignment. Game-based learning provides a safe space for students to learn, offering scaffolding through simulations, preparing them for course performance. Some of the most popular educational games are those that allow educators to create questions with answers, enabling students to compete for points. Most of these games can be specifically tailored for the current content, are accessible online, and multiple groups can participate simultaneously. In this study, we developed several web-based games for multiple student cohorts, incorporating them into class activities and making them available as solo-play options within the Learning Management System (LMS) as SCORM packages. In specific courses such as biochemistry and physiology, students were invited to engage in free online games developed by the instructor, employing various free platforms. The games were optional, and participation was not tied to grading. These games featured questions designed at a Bloom's Taxonomy level comparable to the summative assessments in the course. The games fostered a competitive, enjoyable atmosphere that was well-received by students. These game questions served as additional checkpoints for revisiting key concepts and essential details from the class sessions. Importantly, as these questions were not associated with grading, it ensured a stress-free learning experience. As assessment resources, students were able to access the games through the LMS, reviewing questions and playing them repeatedly to learn from their errors and reinforce their understanding. This approach allowed students to engage in self-assessment while feeling that they were studying, even outside the classroom. To investigate whether student engagement with games correlates with improved academic performance, we tracked access to the games in the LMS during the semester. We recorded the number of times each student accessed the games and correlated this data with their course grade. In addition, we distributed an end-of-semester survey to gather students' perceptions regarding the utility of game-based learning in their learning process. The feedback from students was overwhelmingly positive, highlighting the significant benefits of game-based learning in their learning journey. However, our analysis revealed that there was no statistically significant correlation between student engagement with the games and their course grade. In conclusion, our study demonstrates that the integration of game-based learning activities into the classroom environment enhances student engagement, promotes active learning, and receives strong positive feedback from students. While game-based learning offers a valuable tool for reinforcing key concepts and providing a stress-free environment for self-assessment, our findings do not suggest a direct correlation between student engagement with game-based learning and improved course grades. This intriguing result underscores the complex relationship between student engagement and academic performance, suggesting that other factors play a pivotal role in determining student outcomes in higher education. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Based on the observations of researchers in the field shows that the male student SMP 29 Pekanbaru, volleyball basic engineering skills are still low, and there are many students who have not mastered the basic techniques of volleyball well, besides learning method used is not appropriate. The purpose of this study was to determine differences in the effect of learning methods and interest in playing volleyball skills. The research is a quasi-experimental, using a 2x2 factorial design. The population was male student of class VII and VIII SMP 29 Pekanbaru, amounting to 82 people, while the samples in this study were 82 students of class VII and VIII son after the distribution group (82x27% = 22) a high level of interest in learning and (82x27% = 22) the low level of interest in learning. The instrument used was a test volleyball basic level. Data were analyzed by ANOVA followed by two lines and Tuckey test. The results of data analysis showed that: (1) There are significant differences between the results of the skills to play volleyball elementary and conventional group (of F = 6.10> Ftable = 4.06), (2) There is interaction between learning method with learning interest (of F = 40.82> F table = 4:06), (3) in the interest of learning high category, the conventional skills of volleyball student group given conventional teaching method is better than the group given elementary learning methods (Qh = 3.92> Qt = 3.79), (4) in the interest of studying the low category , playing volleyball skills students are given a group of elementary learning method is better than the group given conventional learning methods (Qh = 8.86> Qt = 3.79).

To explore second- and third-year student pharmacists' perspectives on the design and use of a digital game to teach opioid medication safety. To explore the game-based learning approach to teach about appropriate drug use and pediatric education. The lead author developed MedSMART: Adventures in PharmaCity, an educational video game focused on adolescent opioid safety. Second- and third-year students in a Midwestern School of Pharmacy enrolled in an elective course focused on appropriate use of abused drugs, played the digital game during a classroom session on adolescent opioid misuse. Using a small group discussion guide, students summarized their reflections and perspectives on gameplay. Students retained fundamental messages of the game including opioid safety and identified that social interactions contribute to decision-making and consequences of opioid misuse. Student pharmacists found the game's visual appearance engaging, dialogue amusing, and the settings and scenarios relatable. Feedback regarding game controls, environment, dialogue, instructions, and level summaries was provided by students to improve the game design and content. This project provides an example of a thoughtful approach to game-based learning in pharmacy classrooms with the purpose of enhancing student pharmacists' knowledge about opioid safety education, communication, social collaboration, and critical-thinking. Future projects can further investigate student pharmacists' preferences of using game-based active learning. Additionally, retention rates of students from joint lectures and game-based learning activities can be analyzed.

The objectives of this research are to: (1) determine the differences in physical fitness learning outcomes between students using the Sworkit Kids and MyFitnessPal app-based learning media; (2) determine the differences in physical fitness learning outcomes between students with high and low learning interest; and (3) analyze the interaction between the type of app-based learning media (Sworkit Kids and MyFitnessPal) and the level of learning interest (high and low) on the physical fitness learning outcomes of eighthgrade junior high school students. This research used a quasi-experimental method with a 2x2 factorial design, which involved grouping students based on the type of app-based learning media and their level of learning interest (high and low). The research subjects were eighth-grade junior high school students. The data collection techniques included a questionnaire to measure learning interest and a test to measure physical fitness learning outcomes. All research instruments were tested for validity and reliability to ensure the accuracy of the data obtained. The collected data were analyzed by using inferential statistics, specifically two-way ANOVA, to test the partial effects of variables and interactions between variables. The research findings reveal a significant difference in physical fitness learning outcomes between students who use the Sworkit Kids and MyFitnessPal app-based learning media. The physical fitness learning outcomes of students who use MyFitnessPal are higher than those who use Sworkit Kids. There is a significant difference in physical fitness learning outcomes between students with high and low learning interest. Students with high learning interest achieve better physical fitness learning outcomes than those with low learning interest. There is a significant interaction between the app-based learning media (Sworkit Kids and MyFitnessPal) and learning interest (high and low) on students' physical fitness learning outcomes.

Interest in Learning of Personal Genetic Risk for Cancer: A General Population Survey

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.

The popularity of massively multiplayer online games such as Minecraft and Roblox has aroused the attention of teachers and educational researchers in the past decade. The purpose of this paper is to provide preliminary classroom experience using Roblox in game-based learning activities through action research. Convenience and quota sampling were used, intervening in four groups from different educational levels: 1 secondary, 1 high school, and 2 colleges. The learning activities with Roblox were conducted during the 2020-2021 academic year during the COVID-19 pandemic that forced Mexican schools to go digital. Roblox was used to learn content (like dinosaurs, contagious diseases, system definition) and interpersonal skills (negotiation, cooperation). The participants’ learning perception was explored through quantitative and qualitative data. Findings suggest that students enjoyed the Roblox learning activity as it allowed social interaction between classmates. The students evaluated the learning through the Roblox activity class on different scales (3,08; 3,18; 4,07 and 4,21 on the Likert scale). The results indicate that there are generational differences between groups. Finally, the paper offers concrete suggestions for the use of Roblox in the educational context.

This study proposed game-based learning activities in situational context to facilitate listening and speaking. To measure the feasibility of learning activities, this study conducted one experiment in which students participated at learning activities by using traditional method (control) and mobile application (experimental). Results revealed that experimental students outperformed control students in the speaking post-test while there was insignificant difference in the listening post-test. Furthermore, most students had positive perceptions toward game-based learning activities supported by mobile application. This paper discusses research findings and implications along with conclusions and several suggestions for future development and research.KeywordsGame-based learningSituational contextEFL listening and speakingMobile application

This study aims to spesified the effectiveness of implementing the Project Based Learning model in increasing creativity and interest in learning environmental change material in semester I classroom learning X-1 SMA Negeri 15 Semarang for the 2024/2025 academic year. The subjects in this research are 35 students in class X-1 of SMA Negeri 15 Semarang. This research design takes the research procedures of the classroom action research model which is adapted from Hopkins. Every cycle includes four stages, namely planning, implementation, observation and reflection. Research data consists information regarding the educational results and experiences of the PjBL model are based on data collected through observation techniques, interviews, questionnaires and documentation. The research results show an increase in average creativity score from 66.85% in cycle I to 85.70% in cycle II. Student interest in learning also showed progress from cycle I of 67.85%, increasing to 86.42% in cycle II. The students perception to the implementation of the PjBL learning model had a very good impact, which can be observed from students enthusiasm during learning and from the educational results of the questionnaires filled out by the students. This can be caused by the fact that when students face challenges that match their respective abilities, students are more motivated to complete the answers well. The educational results of this research are considered successful because of the level of interest in learning for all students is at a high percentage, namely 86.42%.

Using carefully constructed critical incidents involving conflictual situations between the respondents and peers, siblings, parents and authority figures, this study aimed to investigate young male offenders' preferences for conflict resolution and their attributions for the cause of conflict. The instrumentation consisted of twelve incidents to test conflict resolution preferences and one incident to determine locus, stability and controllability of causation. Two male offending populations were included in the study. The first was 58 mid-adolescent males in detention and the second was 38 older adolescent males on probation. Conflict resolution preferences were classified as passive or aggressive. In both populations, the preferences for each type were approximately evenly divided. Probationers tended to adopt more compromising methods and less physically aggressive strategies than Detainees. Both groups placed a high priority on passive solutions with the parents. In situations involving peer conflict, particularly direct challenges from peers, the preferred solution was usually aggressive and mostly physical. With regard to causal attributions, there are no differences in the attributions made by adolescents in detention or on probation. Despite the absence of benchmark data from adolescent males not involved with the justice system, it appears that the detainees and probationers attribute the cause of accidents to external sources, feel they have very little control over such events and view the regular occurrence of these mishaps as inevitable. Bailey & EUtrman: Coping and Conflict Rtiolution Slrattguf of Young Ojjtndan Page: 11 For submission to Youth Studies Communication Needs of Young Males in Detention and on Probation Jeff Bailey and Rath Ellerman Adolescents in detention are often reported as having low levels of literacy, communication and social skills. This study consisted of a needs analysis of communication for young male adolescents in detention and older previous offenders on probation. The respondents were asked to express their level of interest in learning more about four areas of communication: how to ask adults for help without appearing stupid; body language; expressing anger to an adult in socially acceptable ways; how to accept blame; The level of interest was: not interested; some interest; fairly interested; very interested. The results showed no difference between adolescents in detention or on probation for their need to improve communication. Approximately 60% of the population expressed a Fair or Very Great degree of interest in learning more about communicating effectively. It is recommended that further needs analyses be undertaken, that the communication skills of adolescents in detention be improved and that the effects of this improvement be measured in terms of future conflicts with the justice system. Bailfy & Ellerman: Coping and Conflict Rttolulion SlnUigiei of Young Offindtn Page: 12 Conclusion to the Report In conclusion, this study has proved to be useful in providing a methodology to examine the psychological make-up offenders and it has yielded some useful insights into how young offenders view the world. It is clear that they have a mixed approach to solving conflict, with immediate resort to physical strategies with peers, but with more passive approaches to authority figures and, particularly to parents. In terms of how they deal with conflict, there are few noticeable differences between youth in detention and youth on probation . Certainly, the older group appeared to be more willing to compromise but the preferred choices for resolving arguments are still quite aggressive and socially maladaptive. In terms of attributing causes to incidents, both populations are virtually identical. They express a moderate level of acceptance of the problem but some data suggest that these youth feel they have little control over events. There is a definite need to follow this conclusion through, particularly to determine whether, through courses and counselling, it is possible to change this attitude. Finally, the needs analysis showed that all these offenders are keen to learn how to cope with their emotions and how to communicate with others in ways which will enhance acceptance and mutual respect. The lesson for the research team is that these offenders and probationers are very similar in many ways. The effect of detention does not seem to have changed the basic way they see life, particularly how they view conflict situations. Even though offenders do not accept blame readily and feel they cannot control events in their lives, they are keen to change and improve. Another continuing problem is the influence of inappropriate methods of solving conflict, accurately assessing blame and knowing how to communicate effectively on the offenders' success in gaining and maintaining employment. It is likely that their communicative and social skills will continue to cause problems for them in vocational opportunities. Finally, there is a serious concern with the literacy of young offenders. While this problem is recognized by most juvenile justice researchers, and while it was not the concern of this study, it is important to understand the extent of literacy problems and the impact of low levels of literacy on the self-concept and employability of offenders. If they lack the basic skills required to function effectively in the mainstream of society, it is clear that young offenders will always be marginalised. Marginalisation engenders a commitment to values which are inimical to full acceptance by society and which will ensure that these offenders maintain patterns of behaviour which will ultimately cause them to re-offend. Bailty & Etttrman: Coping and Conflict Resolution Strategies of Young Offenders Page: 13 This study lends encouragement to the corrective services system to take advantage of the opportunity to improve the communicative and social capacities of offending youth. Such programs, if effectively implemented, should mean that these youth will reduce their current socially unacceptable ways of dealing with conflict. The likelihood is, of course, that maintenance of inappropriate communicative and social behaviour will bring these youth to the attention of the justice system repeatedly. If these premises are correct, the continuing lack of communicative facility and social skills may prove to be decisive factors in recidivism in young Australian males. Bailty & BlUrman: Coping and Conflict Rtiolution StnUegui of young Offtndm Pagt: 14