Investigate the effectiveness of Digital Game-Based Learning on enhancing students skills in learning Information Security module

Problem Statement

Lack of skills applying theory into practice

Aims

To investigate student skills in analyzing the critical issues and problem solving in Digital Game-Based Learning

Objectives

To analyze the effect of game-based learning to enhance students skills in Information Security module

Overview:

Literature Review

A Proof-of-Concept Study of Game-Based Learning in Higher Education


Crocco, F., Offenholley, K., & Hernandez, C. (2016). A proof-of-concept study of game-based learning in higher education. Simulation & Gaming, 47(4), 403-422.

Method (mix-Quali and Quanti) - using large data set (Maths, English, Science undergraduate course) - game-based and control group:
1.attitude surveys about the subject at the beginning of the semester

  1. Post lesson survey after the game or regular lesson
  2. Post lesson quiz - separated questions to assess the surface learning and deep learning

Results - Enjoyment correlated improvements in deep learning in both the game and non-game classes.

  • increase enjoyment - subjects were highest report with anxiety
  • increase enjoyment correlated positively with improvements in deep learning and higher-order thinking.

Aims - to assess the effects of GBL on enjoyment, engagement, and learning in higher education using large sample size and quantitative measures

Implementation

Benefits

Challenges of game-based learning vs gamified learning in higher education

Definition:
Active learning experience within a game framework - has specific learning objectives and measurable outcomes

clear and challenging goals within virtual game framework

high-degree student interaction

Offers informative feedback on student performance

It design to allow the player to understand the subject matter within a real world context

Definition:
The process of adding game elements or mechanism to increase engagement or enjoyment

Games element separated from the actual learning content.

The lesson or activities may include elements such as badges, leaderboards, timed activities, rewards or points.

Examples of gamification in the classroom:

  1. Separating the students into groups to compete on assignments or activities


  2. Enabling students to earn points for behavior or completion assignments and allowing them to spend the points on rewards


  3. Times flash cards or worksheets


  4. Badges to show completion of work or mastery of skills.


  5. Using dice to generate random numbers for a worksheet activity

Research Questions

To what extend will the effect of this digital game-based learning can help to assist in identifying and solving the skills of the students in this module?

To what extend this digital game-based learning change students' perception in learning this module?

Hypothesis

A significant improvement in their learning - relate what they learn in theory to practice on skills

This Game-Based Learning can promote problem-solving ability to achieve better learning effects

Increase learning motivation and promote to active learning among the students

Evaluating Game-Based Learning Effectiveness in Higher
Education


Ariffin, M. M., Oxley, A., & Sulaiman, S. (2014). Evaluating Game-based Learning Effectiveness in Higher Education. Procedia - Social and Behavioral Sciences, 123, 20–27. doi:10.1016/j.sbspro.2014.01.1393

Game-Based Learning


Pho, A., & Dinscore, A. (2015). Game-based learning. Tips and trends.

Inline with 21st Century Teaching and Learning

Why use this intervention?

To motivate the student learning

Expose the student to real world working environment

To develop critical thinking for decision making and identifying the issues

Aims:

  1. to investigate whether the learner's background has a correlation with learner motivation to learn and learner performance
  2. To investigate whether GBL environment has a correlation with learner motivation and learner performance.

Method:

  1. Data Collection Method - online questionnaire, interview
  2. Analysis Framework

Methodology

  1. Participants - 30 (29 - DITN11: 22 Male, 7 Female & 1R - DITN10: 1 Male)
  2. Instruments:
    a. Field Notes
    b. Observation
    c. Video recording - to support qualitative analysis
    lesson observation - checklist
    c. Semi-Structure Interviews - for qualitative analysis to support the findings
    d. Tutorial Activity - Scenario based question



Procedures
(1 Cycle)

The first stage (3 weeks)

  • Conduct Lesson and plan for the activity
  • Conduct Class Activity
  • Implement the Digital Game-Based Learning intervention
  • Conduct Class Activity (Tutorial)
  • Gather students answer based on the tutorial activity

Second stage

  • Conduct interview session
  • Allow users to get experience
  • Promote engagement and learning - focus on the library instruction

The concept of flow in collaborative game-based learning


Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. ten. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185–1194. doi:10.1016/j.chb.2010.12.013

Focus topic to run the research action:
'Identifying Potential Risk'

Involves:

  1. Problem-Based Learning
  2. Role Playing
  3. Qualitative output
    • Thematic Analysis

To analyze students perceptions in applying theory into Digital-Gamed Based Learning intervention

Problem-Based Learning Methodology


Kilroy, D. A. (2004). Problem based learning. Emergency medicine journal, 21(4), 411-413.


De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19(5), 657-662.


Barrows, H. S. (1994). Practice-Based Learning: Problem-Based Learning Applied to Medical Education. Southern Illinois University, School of Medicine, PO Box 19230, Springfield, IL 62794-9230..

Qualitative methods on how they collecting the data

Role Play

Lack of identifying issues and decision making
(to protect the assets)