Using Adventure Game to Facilitate Learning Assessment Process

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.

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 quantitative wine aroma educational study was conducted to evaluate whether hospitality student participants (N = 154) had enhanced engagement levels and interest in learning more about wine when participating in wine aroma wheel game-based learning (GBL) activities versus those who participated in traditional learning-based wine aroma lectures. Study findings indicated that GBL activities yielded a higher level of interest in learning more about wine aromas and suggested that the participants preferred learning about wine aromas in a social context and enjoyed learning about wine in the company of others. GBL activities indicated a significantly higher intention to conduct business with the subject’s winery than those who participated in the lecture-style wine aroma educational activities on site.

Learning motivation is an important factor that influences students’ success in mathematics learning. However, many students still have low motivation to learn mathematics because they perceive the subject as difficult and less interesting. Therefore, an appropriate strategy is needed to improve students’ learning motivation. This community service activity aimed to strengthen students’ motivation in learning mathematics through the implementation of the Successful Student Strategy (3S) for junior high school students in Cirebon Regency. The method used in this activity was a participatory mentoring approach consisting of several stages, namely socialization, training, learning practice, and reflection. The evaluation of the activity was conducted using a mathematics learning motivation questionnaire based on a Likert scale administered before and after the program, supported by observations of students’ learning activities during the implementation. The results showed that the implementation of the Successful Student Strategy (3S) was able to increase students’ motivation in learning mathematics. This improvement was indicated by the increase in the average motivation score from 3.02 before the activity to 4.10 after the activity. In addition, students also demonstrated higher participation in learning activities, greater confidence in solving mathematical problems, and increased willingness to express their opinions during discussions. These findings indicate that the Successful Student Strategy (3S) can serve as an effective alternative approach to enhance students’ motivation in mathematics learning. This community service activity is expected to contribute to improving the quality of mathematics learning in schools by strengthening students’ motivation and promoting more effective learning strategies.

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 describe the relationship between in learning motivation, learning discipline, and learning activity with the students learning achievement in the thematic lesson. This study used a quantitative approach with correlation research type. The sample of this amounted to 27 students. Data collection was carried out using a questionnaire and documentation study. The analysis technique was carried out by using determine the relationship between in learning motivation, learning discipline, and learning activity on the students’s learning achievement using simple correlation analysis and multiple correlation. The results showed that there was a relationship between (1) learning motivation with the students learning achievement of 0,239 categorized as “low”, (2) learning discipline with the students learning achievement of 0,315 categorized as “low”, (3) learning activity with the students learning achievement of 0,310 categorized as “low”, (4) learning motivation and learning discipline with the students learning achievement of 0,337 are categorized as “low”, (5) learning motivation and learning activity with the students learning achievement of 0,384 are categorized as “low”, (6) learning discipline and learning activity with the students learning achievement of 0,340 are categorized as “low”, (7) learning motivation, learning discipline, and learning activity with the students learning achievement of 0,399 are categorized as “low”. Keywords: Learning Motivation, Learning Discipline, Learning Activity, Students’ Learning Achievement in the Thematic Lesson

The rapid advancement of mobile phone technology has influenced education field to adopt this technology as an effective tool to conduct learning and teaching activities. However, a sophisticated learning tool itself is not sufficient to ensure that the developed tool is usable to the target users. Therefore, this paper presents a preliminary study that has been conducted for the development of to-be developed system namely Customized Mobile Learning Management System (CMLMS) for secondary school in Perak. The objectives of this preliminary study are; to determine the target users' familiarity level on Learning Management System (LMS) usages, to identify the target users' readiness level of to-be developed CMLMS utilization in their daily teaching and learning activities and to get the users' proposed functions that need to be included in the system. Two methods of data collection have been used in this preliminary study; questionnaire and interview. The questionnaire has been distributed to 575 students from seven secondary schools in Perak. In order to support the statistical questionnaire data, the interviews have been conducted with 10 teachers and 10 parents. The interviews used similar questions as questionnaire to collect qualitative data. The overall results of qualitative and quantitative methods were finally compared with three similar studies that have been conducted by previous researchers. The results show that the users were familiar with the LMS and they are ready to utilize the to-be developed CMLMS in their teaching and learning activities. It was found that the obtained results from this preliminary study were inline with the previous similar studies that have been carried out by previous researchers.

Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom

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.

Background: Along with the evolving demands of the business world today, there are increasing challenges in non-formal economic education to address the need for fostering young entrepreneurs in Indonesia. To date, existing non-formal economic education processes have yet to adequately accommodate learners' needs for hands-on learning experiences (learning by doing). Objective: This study aims to develop a Learning Management System (LMS) by applying gamification methods to support non-formal economic education. The use of gamification is expected to enhance learners' motivation and engagement in the learning process, enabling them to achieve the desired competencies. Method: The development method used is ADDIE (Analysis, Design, Development, Implementation, Evaluation). The analysis phase identifies user needs and learning materials. In the design phase, gamification elements such as points, badges, leaderboards, and quests are structured to improve user interaction. The development phase produces an LMS prototype with gamification features using the Moodle framework. Implementation was conducted among micro-entrepreneurs, with excellent acceptance rates. Evaluation through questionnaires and learning tests demonstrated increased motivation and comprehension of economic concepts through gamified simulations within the LMS. Results: The findings prove that a gamified LMS is effective in supporting non-formal economic education. Conclusion: The study concludes that gamification in LMS can serve as an innovative solution to enhance engagement and learning outcomes in non-formal education, particularly in economics. Future research should explore adaptive learning features to personalize the learning experience.

The context of this study is that numerous students experience a lack of enthusiasm for learning due to various factors, including environmental influences, insufficient motivation, disinterest in certain subjects, and inadequate utilization of technological advancements, leading to students' reluctance to study and a decline in academic performance. The objective of this research is to elucidate the role of learning management in enhancing students' motivation to learn. Employing a descriptive qualitative approach, the study examines learning management, learning motivation, and student dynamics. The findings are presented descriptively, revealing that at MA Aliyardi, learning management practices encompass typical procedures of planning, organizing, implementing, and evaluating. However, challenges in implementation are noted, such as some teachers' reliance on outdated lesson plans and deficiencies in resources and infrastructure.

The dynamic business environment and powerful market forces in the 21st century are challenging leaders at open universities to compete successfully in the national and global higher education stage. The notion of quality is becoming an important and overriding issue with the paradigm shift in the education landscape due to the rapid penetration of Internet usage. Open universities are experiencing pressure from numerous stakeholders to become more client-focused, particularly in their provision of technology-enhanced education to systematically support the learning experience of open distance learners. In the pursuit of establishing institutional and national/regional-based quality assurance practices, Asian open universities should pay particular attention to one of the key components within the overall QA framework; that is, the web-based teaching and learning on the online learning management system (LMS). The assurance of quality in the web-based teaching and learning component is vital to support the effective and efficient delivery of open and distance education within the blended approach adopted by many open universities. In this study, the authors first examine the dimensions of quality assurance of key services that are closely associated with web-based education in the online LMS of Wawasan Open University (WOU). The authors then analyse the pattern of interactions in the LMS to determine the actual activities of learners in the web-based environment. By synthesising the findings, indicators that address diverse facets and components of quality relevant to web-based teaching and learning in the LMS are identified. The authors then discuss the application of the quality components within the overall QA framework in WOU to further enhance the quality of its web-based teaching and learning component. Assessment of learners' satisfaction in WOU is carried out to determine the effectiveness of the QA components in the LMS. The QA components identified in the web-based teaching and learning within the LMS are then recommended to Asian open universities for integration into their overall QA framework.

The increasing use of Learning Management Systems (LMS) in higher education generates large amounts of student activity data that have the potential to provide deeper insights into learning processes. However, in practice, these data are still rarely analyzed systematically to understand variations in students’ learning activity patterns, limiting their practical use in supporting teaching and learning. This study aims to explore students’ learning activity patterns in an LMS using a clustering approach based on activity data.This research utilizes the publicly available Open University Learning Analytics Dataset (OULAD), focusing on a single course and a single academic term. LMS activity data were processed through data cleaning and feature extraction, followed by student clustering using the K-Means algorithm. The quality of the clustering results was evaluated using the Silhouette Score, and visual analysis was applied to support the interpretation of the results.The results indicate that students’ learning activities can be grouped into two main patterns, namely a group of students with high learning activity and a group with lower or moderate activity levels. These findings highlight the existence of heterogeneous learning behaviors among students, even within the same learning context.The identified learning activity patterns provide an initial foundation for utilizing LMS data to monitor student engagement and to support the development of more responsive, data-driven learning approaches in higher education.

This study aims to determine the influence of the Learning Management System (LMS) on students' motivation and satisfaction levels. The research method used is quantitative with an associative approach. The study involves 60 students as subjects. The research technique employs simple random sampling with data collection conducted through questionnaires. Data analysis is performed using SPSS version 16. The results of the study indicate a positive and significant influence of LMS on students' learning motivation. Based on the significance test, the calculated t-value (4.382) > t-table (1.67155) for Y1 (learning motivation), which means Ho1 is rejected and Ha1 is accepted. The study also shows a positive and significant influence of LMS on students' satisfaction levels, with a calculated t-value (5.406) > t-table (1.67155), which means Ho1 is rejected and Ha1 is accepted. The conclusion of this study is that learning using LMS has a significant impact on students' motivation and satisfaction levels.