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
- Post lesson survey after the game or regular lesson
- 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:
Separating the students into groups to compete on assignments or activities
Enabling students to earn points for behavior or completion assignments and allowing them to spend the points on rewards
Times flash cards or worksheets
Badges to show completion of work or mastery of skills.
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:
- to investigate whether the learner's background has a correlation with learner motivation to learn and learner performance
- To investigate whether GBL environment has a correlation with learner motivation and learner performance.
Method:
- Data Collection Method - online questionnaire, interview
- Analysis Framework
Methodology
- Participants - 30 (29 - DITN11: 22 Male, 7 Female & 1R - DITN10: 1 Male)
- 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:
- Problem-Based Learning
- Role Playing
- 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)