The Influence of Online Classroom Games (OCG) on Undergraduates’ Academic Excellence: A Study in the Context of Hybrid Learning
Abstract
Hybrid learning has gained momentum globally, offering a viable alternative to traditional face-to-face education. As it involves combining traditional classroom instruction with online elements, hybrid learning has expanded possibilities for enriching education. Due to this fact, educators are constantly seeking innovative ways to engage students in the ever-evolving educational landscape. Hence, exploring diverse teaching tools beyond traditional methods is crucial. This concept paper explores the influence of Online Classroom Games (OCG) on the academic attainment of undergraduates, utilizing a qualitative approach to gather data. Initially, the interview transcripts will be gathered from 4 programs in the cluster of Business and Management faculty involving 16 participants. They will be carefully reviewed to identify recurring patterns. The findings of this study will offer empirically-based strategies to heighten student engagement and improve learning outcomes in the contemporary educational sphere. Ultimately, the outcomes of this research aspire to aid the educational community in readying itself for the hybrid and flexible learning system, as recently introduced by the Malaysia Ministry of Higher Education (MOHE).
Downloads
References
Boeker, M., Andel, P., Vach, W. & Frankenschmidt, A. (2013). Game-Based E-Learning Is More Effective than a Conventional Instructional Method: A Randomized Controlled Trial with Third-Year Medical Students. PLOS ONE, 8(12), e8232. https://doi.org/ 10. 1371/journal.
Bogdan, R. C. & Biklen, S. K. (2003). Qualitative Research of Education: An Introductive to Theories and Methods (4th Ed.). Boston: Allyn and Bacon.
Burgess, S. R., Stermer, S. P. & Burgess, M. C. (2012). Video game playing and academic performance in college students. College Student Journal, 46(2), 376.
Cheung, S. Y. & Ng, K. Y. (2021). Application of the Educational Game to Enhance Student Learning. Front. Educ. 6, 31 March 2021 Sec. Digital Learning Innovations https://doi.org/10. 3389/f educ. 2021. 623793
Clark, D. B., Tanner-S E. E. & Killings, S. S. (2016). Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/ 10. 3102/ 0034654315582065
Creswell, J. & Poth, C. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th Ed).Sage.
Ding, D., Guan, C. & Yu, Y. (2017). Game-Based learning in tertiary education: A new learning experience for the Generation Z. International Journal of Information and Education Technology, 7(2), 12–25.
De-Marcos L., Domínguez, A., Saenz-d e-Navarret e, J., Fernández-Sanz, L., Pagés, C. & Martínez-Herráiz, J. J. (2014). An empirical study comparing gamification and social networking on e-learning. Computer Educ, 75, 82–91.
Essa, E. K. (2023). The effectiveness of hybrid learning in enhancing academic mindfulness and deeper learning of university students. International Journal of Research in Education and Science (IJRE S), 9(1), 188-202. https://doi.org/ 10.46328/ijres. 3081
Flood A. (2010). Understanding phenomenology. Nurse researcher, 17(2), 7–15.
Glaser, B. G. & Strauss, A. L. (1967). The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine De Gruyter.
Guba, E. G. & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). Sage Publications, Inc.
Herro, D. & Clark, R. (2016). An academic home for play: Games as unifying influences in higher education. On the Horizon, 24(1), 17–28. 10.1108/ O T H-0 8-2015 0060
Holmes, J. & Gee, R. (2016). A framework for understanding game-based teaching and learning. On the Horizon, 24(1), 1–16.10. 1108/ O T H-1 1 -2015 -0069
Kanthan, R. & Senger, J. (2011). The impact of specially designed digital computer games -based learning in undergraduate pathology and medical education. Education in Pathology & Laboratory Medicine, 135, 135–142.
Kuo, M. S. & Chuang, T. Y. (2016). How gamification motivates visits and engagement for online academic dissemination – An empirical study. https://doi.org/10. 1016/j. c hb.2015. 08. 025
Merriam S. B. & Tisdell E. J. (2015). Qualitative research: A guide to design and implementation (4th Ed.). Jossey-Bass.
Moylan, G., Burges, s. A. W., Figley, C. & Bernstein, M. (2017) Motivating Game-Based Learning Efforts in Higher Education. International Journal of Distance Education Technologies, 13(2), 54 -72 DOI: 10.4018/ IJ D E T. 2015040104
Raes, A. (2022). Exploring Student and Teacher Experiences in Hybrid Learning Environment: Does Presence Matter? Postdigit Sc Educ, 4, 138–159 https://doi.org/10. 1007/s 42438 -021 -00274-0
Reinders, H. & Wattana, S. (2015) Affect and Willingness to Communicate in Digital Game-Based Learning. Re CALL, 27, 38-57
Rondon, S., Sassi, F. C. & Furquim de Andrade, C. R. (2013) Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention. BMC Med Educ, 13, 30. https://doi.org/ 10. 1186/ 1472 -6920-1 3-3 0
Rudestam, K. E. & Newton, R. R. (1992). Surviving your dissertation: A comprehensive guide to content and process. Sage Publications, Inc.
Snow, B. (2016). The potential for game-based learning to improve outcomes for nontraditional students. Muzzy Lane Software Report
Su, C. H. & Cheng, C. H. (2014). A mobile gamification learning system for improving the learning motivation and achievements: A mobile gamification learning system. Journal of Computer Assisted Learning, 31(3). DOI: 10.1111/jc al. 12088
Strauss, A. & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thous and Oaks, CA: Sage Publications, Inc
Tham, R. & Tham, L. (2014). The effectiveness of game-based learning as an instructional strategy to engage students in higher education in Singapore. International Journal on E-Learning, 13(4), 48(3) (PDF) Influence of Online Computer Games on the Academic Achievement of Nontraditional Undergraduate Students.
Vandercruysse, S., Vandewaetere, M., Cornillie, F. & Clarebout, G. (2013). Competition and students’ perceptions in a game-based language learning environment. Educational Technology Research and Development, 61(6), 927–950. Doi: 10.1007/ s 11423-013-93
Copyright (c) 2023 Syezreen Dalina Rusdi, Idaya Husna Mohamad, Muhamad Khalil Omar, Norashikin Hussein, Ainie Hairianie Aluwi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Author (s) should affirm that the material has not been published previously. It has not been submitted and it is not under consideration by any other journal. At the same time author (s) need to execute a publication permission agreement to assume the responsibility of the submitted content and any omissions and errors therein. After submission of revised paper in the light of suggestions of the reviewers, the editorial team edits and formats manuscripts to bring uniformity and standardization in published material.
This work will be licensed under Creative Commons Attribution 4.0 International (CC BY 4.0) and under condition of the license, users are free to read, copy, remix, transform, redistribute, download, print, search or link to the full texts of articles and even build upon their work as long as they credit the author for the original work. Moreover, as per journal policy author (s) hold and retain copyrights without any restrictions.
