Exploring Students' Perceptions of Mobile Game-Based Social Studies Learning Model
DOI:
https://doi.org/10.30872/yupa.v6i2.3379Keywords:
Mobile Game-Based Learning, Students’ perception, Social Studies EducationAbstract
This research explores students' perceptions of mobile game-based learning models in social studies instruction. A descriptive quantitative design was used, with a questionnaire survey given to 31 students with experience with mobile game-based learning models. The research results show that students generally have a positive perception of mobile game use in Social Studies learning, with the majority agreeing that mobile games increase their engagement and motivation. The study also identified several factors influencing student engagement and motivation, such as the relevance and quality of game content, the level of interactivity and feedback provided, and integration with the curriculum. The findings show that the mobile game-based learning model can potentially increase students' enthusiasm for learning social studies, especially for Generation Z students accustomed to using digital devices in their everyday lives.
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References
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Carvalho, A. and Santos, C. (2021). The transformative role of peer learning projects in 21st century schools—achievements from five portuguese educational institutions. Education Sciences, 11(5), 196. https://doi.org/10.3390/educsci11050196
Chen, L., Zhang, P., Li, S., & Turner, S. (2021). Growing pains: the effect of generational product innovation on mobile games performance. Strategic Management Journal, 43(4), 792-821. https://doi.org/10.1002/smj.3338
Elaish, M., Ghani, N., Shuib, L., & Al-Haiqi, A. (2019). Development of a mobile game application to boost students’ motivation in learning english vocabulary. IEEE Access, 7, 13326-13337. https://doi.org/10.1109/access.2019.2891504
Gioia, F., Colella, G.M. & Boursier, V. (2022). Evidence on Problematic Online Gaming and Social Anxiety over the Past Ten Years: a Systematic Literature Review. Curr Addict Rep 9, 32–47. https://doi.org/10.1007/s40429-021-00406-3
Hammack, R. and Ivey, T. (2019). Elementary teachers' perceptions of k‐5 engineering education and perceived barriers to implementation. Journal of Engineering Education, 108(4), 503-522. https://doi.org/10.1002/jee.20289
Huizenga, J., Admiraal, W., Akkerman, S., & Dam, G. (2009). Mobile game‐based learning in secondary education: engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332-344. https://doi.org/10.1111/j.1365-2729.2009.00316.x
Kaya, A., Türk, N., Batmaz, H. et al. (2020). Online Gaming Addiction and Basic Psychological Needs Among Adolescents: The Mediating Roles of Meaning in Life and Responsibility. Int J Ment Health Addiction). https://doi.org/10.1007/s11469-022-00994-9
Lin, Y. and Liu, Y. (2022). An empirical study on the influence of mobile games and mobile devices for contemporary students' education and learning behavior. Journal of Organizational and End User Computing, 34(8), 1-25. https://doi.org/10.4018/joeuc.315620
Marcus, V., Atan, N., Yusof, S., & Mastura, U. (2021). Students’ perception towards engaging factors of extreme e-service learning design for computer network course. International Journal of Interactive Mobile Technologies (IJIM), 15(05), 100. https://doi.org/10.3991/ijim.v15i05.20901
Rashid, N., Salleh, S., & Noor, N. (2018). The role of game elements in improving jawi skills through a mobile game 'g-jawi'. International Journal of Interactive Mobile Technologies (IJIM), 12(7), 20. https://doi.org/10.3991/ijim.v12i7.9636
Romero, M., Usart, M., & Ott, M. (2014). Can serious games contribute to developing and sustaining 21st century skills?. Games and Culture, 10(2), 148-177. https://doi.org/10.1177/1555412014548919
Selvaraj, Jeevaraj, and Abhijit Majumdar. (2021). A New Ranking Method for Interval-Valued Intuitionistic Fuzzy Numbers and Its Application in Multi-Criteria Decision-Making. Mathematics. 9(21), 2647. https://doi.org/10.3390/math9212647
Su, C., Fan, K., & Xiao, P. (2015). The effects of learning styles and meaningful learning on the learning achievement of gamification health education curriculum. Eurasia Journal of Mathematics Science and Technology Education, 11(5). https://doi.org/10.12973/eurasia.2015.1413a
Uzunboylu, P. (2018). Message from the guest editors. New Trends and Issues Proceedings on Humanities and Social Sciences, 5(4). https://doi.org/10.18844/prosoc.v5i4.3709
Vlachopoulos, D. and Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0062-1
Wardaszko, M., & Podgórski, B. (2017). Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study. Simulation & Gaming, 48(4), 435-454. https://doi.org/10.1177/1046878117704350
Wirawan, G., Abdulkarim, A., Komalasari, K. & Wiyanarti, E. (2022). Development of Mobile Games-Based Social Studies Instructional Media to Develop 21st Century Skills. Journal of Education, Teaching and Learning, 8(2), 226-235. https://journal.stkipsingkawang.ac.id/index.php/JETL/article/view/3929/pdf
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Published
2024-04-08
How to Cite
Wirawan, G., Abdulkarim, A., Komalasari, K., & Wiyanarti, E. (2024). Exploring Students’ Perceptions of Mobile Game-Based Social Studies Learning Model . Yupa: Historical Studies Journal, 6(2), 181–187. https://doi.org/10.30872/yupa.v6i2.3379
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