Wang Fang, Bung-on Sereerat, Phenporn Thongkamsuk, Saifon Songsiengchai
This research aimed to: 1) study the factors that affect the development of the third-year students’ reflection ability in Baise University; 2) develop an instructional model based on interactive learning theory; 3) compare the third-year students’ reflection ability before and after using the instructional model based on interactive learning theory. The sample group was 32 third-year students’ reflection ability at Baise University. The research instruments were 1) questionnaires, 2) interview forms, 3) lesson plans, 4) questionnaire on reflection ability, and 5) teaching opinion interview form 6) observational records of student behaviour. The research was conducted in three steps: studying the factors that affect the development of third-year students’ reflection ability, developing an instructional model based on interactive learning theory, and the experimental and improvement process. The study results showed: 1) the factors that affect the development of students' reflection ability consisted of three aspects (1) school teaching management, (2) teachers' teaching style, and (3) students' learning behaviour 2) The instructional model based on interactive learning theory included four elements: (1) principle, (2) objectives, (3) learning process, and (4) results; 3) students’ reflection ability was improved after the implementation of an instructional model.
{"title":"The Development of an Instructional Model Based on Interactive Learning Theory to Improve Undergraduate Students’ Reflection Ability","authors":"Wang Fang, Bung-on Sereerat, Phenporn Thongkamsuk, Saifon Songsiengchai","doi":"10.5430/jct.v13n1p322","DOIUrl":"https://doi.org/10.5430/jct.v13n1p322","url":null,"abstract":"This research aimed to: 1) study the factors that affect the development of the third-year students’ reflection ability in Baise University; 2) develop an instructional model based on interactive learning theory; 3) compare the third-year students’ reflection ability before and after using the instructional model based on interactive learning theory. The sample group was 32 third-year students’ reflection ability at Baise University. The research instruments were 1) questionnaires, 2) interview forms, 3) lesson plans, 4) questionnaire on reflection ability, and 5) teaching opinion interview form 6) observational records of student behaviour. The research was conducted in three steps: studying the factors that affect the development of third-year students’ reflection ability, developing an instructional model based on interactive learning theory, and the experimental and improvement process. The study results showed: 1) the factors that affect the development of students' reflection ability consisted of three aspects (1) school teaching management, (2) teachers' teaching style, and (3) students' learning behaviour 2) The instructional model based on interactive learning theory included four elements: (1) principle, (2) objectives, (3) learning process, and (4) results; 3) students’ reflection ability was improved after the implementation of an instructional model.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"212 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Esther Liza Ordoñez, Silvia Georgina Aguinaga Doig, Osmer A. Campos-Ugaz, Ronald M. Hernández, Yen Marvin Bravo Larrea, Silvia Josefina Aguinaga Vasquez, Carlos Luy-Montejo
The coronavirus pandemic has changed the course of education from face-to-face to remote. In response to this context, we investigated the positive effect of the didactic use of the Publisher processor to enhance meaningful learning in the competence "explain the physical world based on scientific knowledge about matter and energy, biodiversity, earth and universe" of the science and technology area in fifth grade students of secondary education of a Public Educational Institution of Chiclayo (Peru). For this purpose, a pre-experimental design with pre- and post-test was used with a sample of 102 students selected in a non-probabilistic way. A program based on activities incorporated in learning experiences proposed by the Ministry of Education (Peru) was applied. As a result, 72% of the students increased their academic performance after the application of the program, improving up to five (5) points compared to the initial test. Thus, the development of didactic material using the Publisher processor strengthens learning, which highlights the importance of information technologies in the achievement of active learning and the need to use them in the processes of mediation, reinforcement and teacher feedback in virtual and/or face-to-face scenarios.
{"title":"Didactic Use of the Publisher Processor to Enhance Meaningful Learning in Peruvian Secondary School Students","authors":"Sara Esther Liza Ordoñez, Silvia Georgina Aguinaga Doig, Osmer A. Campos-Ugaz, Ronald M. Hernández, Yen Marvin Bravo Larrea, Silvia Josefina Aguinaga Vasquez, Carlos Luy-Montejo","doi":"10.5430/jct.v13n1p298","DOIUrl":"https://doi.org/10.5430/jct.v13n1p298","url":null,"abstract":"The coronavirus pandemic has changed the course of education from face-to-face to remote. In response to this context, we investigated the positive effect of the didactic use of the Publisher processor to enhance meaningful learning in the competence \"explain the physical world based on scientific knowledge about matter and energy, biodiversity, earth and universe\" of the science and technology area in fifth grade students of secondary education of a Public Educational Institution of Chiclayo (Peru). For this purpose, a pre-experimental design with pre- and post-test was used with a sample of 102 students selected in a non-probabilistic way. A program based on activities incorporated in learning experiences proposed by the Ministry of Education (Peru) was applied. As a result, 72% of the students increased their academic performance after the application of the program, improving up to five (5) points compared to the initial test. Thus, the development of didactic material using the Publisher processor strengthens learning, which highlights the importance of information technologies in the achievement of active learning and the need to use them in the processes of mediation, reinforcement and teacher feedback in virtual and/or face-to-face scenarios.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1046 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Asma Margeni Hussien Ali, Sarah Abdullatif Buobaid
The study aims to investigate the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers. To achieve the study's objective, a mixed-method approach was used to diversify data collection methods, including surveys and interviews. The sequential explanatory design was chosen as a type of mixed-methods research. In the first stage, quantitative data were collected through a questionnaire distributed to all the Noorani Qaida teachers in Al-Ahsa Governorate, totaling 30 teachers. In the second stage, qualitative data were collected through interviews with nine teachers to help interpret the quantitative results. The study results indicated that the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers was significant with an average score of 4.07. The impact was highest on listening skills, with an average score of 4.41, followed by reading skills, with an average score of 4.01, both in the high range. Speaking skills ranked third with an average score of 3.99 in the high range. Writing skills ranked lowest with an average score of 3.86, still in the high range. The study recommended implementing the Noorani Qaida in kindergartens.
{"title":"The Impact of Using the Noorani Qaida on Developing Young Children’s Language Skills at Kindergartens in Al-Ahsa Governorate from the Noorani Qaida Teachers’ Perspective","authors":"Asma Margeni Hussien Ali, Sarah Abdullatif Buobaid","doi":"10.5430/jct.v13n1p224","DOIUrl":"https://doi.org/10.5430/jct.v13n1p224","url":null,"abstract":"The study aims to investigate the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers. To achieve the study's objective, a mixed-method approach was used to diversify data collection methods, including surveys and interviews. The sequential explanatory design was chosen as a type of mixed-methods research. In the first stage, quantitative data were collected through a questionnaire distributed to all the Noorani Qaida teachers in Al-Ahsa Governorate, totaling 30 teachers. In the second stage, qualitative data were collected through interviews with nine teachers to help interpret the quantitative results. The study results indicated that the impact of using the Noorani Qaida on developing language skills in young children attending kindergartens in Al-Ahsa Governorate from the perspective of Noorani Qaida teachers was significant with an average score of 4.07. The impact was highest on listening skills, with an average score of 4.41, followed by reading skills, with an average score of 4.01, both in the high range. Speaking skills ranked third with an average score of 3.99 in the high range. Writing skills ranked lowest with an average score of 3.86, still in the high range. The study recommended implementing the Noorani Qaida in kindergartens.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1147 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the needs of chemistry teachers in programs aimed at enhancing their pedagogical inquiry competencies (PIC). In line with these objectives, this research was conducted as survey study. The convenience sampling technique was implemented. The survey was carried out by distributing questionnaires online. There were 63 chemistry teachers who filled out the questionnaire. Data were analyzed descriptively. Based on data analysis, it can be concluded that some teachers know inquiry and feel that they have applied this inquiry in their learning. However, it still needs to be improved on the understanding of the meaning of inquiry and how to implement their inquiry knowledge. Therefore, it is necessary to develop a teaching model to increase the PIC of chemistry teachers.
{"title":"Chemistry Teachers’ Need on Enhancing Pedagogical Inquiry Competences","authors":"S. Purtadi, S. Suyanta, Eli Rohaeti","doi":"10.5430/jct.v13n1p284","DOIUrl":"https://doi.org/10.5430/jct.v13n1p284","url":null,"abstract":"This study aims to determine the needs of chemistry teachers in programs aimed at enhancing their pedagogical inquiry competencies (PIC). In line with these objectives, this research was conducted as survey study. The convenience sampling technique was implemented. The survey was carried out by distributing questionnaires online. There were 63 chemistry teachers who filled out the questionnaire. Data were analyzed descriptively. Based on data analysis, it can be concluded that some teachers know inquiry and feel that they have applied this inquiry in their learning. However, it still needs to be improved on the understanding of the meaning of inquiry and how to implement their inquiry knowledge. Therefore, it is necessary to develop a teaching model to increase the PIC of chemistry teachers.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"1156 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Atomatofa, Crescentia O. Sekegor, Oghenevwarhe Emefe, Eseoghene Umoru-Sule, Folashade O. Atare, Rita Ogbodu, Stella E. Ewesor, Amos Agadaigho
Students’ achievements and behavior have continued to dwindle over the years and are getting worse in Nigeria with advancements in technology. Both Public and Private school students who have access to Android phones for social networking are spending less time studying after school. This paper was carried out to find out how the time spent on social media can influence the basic science achievement and behavior of secondary school students from two school types. The study sample consisted of 180 junior secondary schools three students of Delta State public and private schools who had access to an Android phone for social media activities after school. Four research hypotheses guided this study. The research instruments used were the social media time questionnaire (SMTQ) with a reliability coefficient of 0.66 and the 2020/2021 academic session results of the students. Access to their results made it possible to compare their basic science and behavioral achievements. The data contained no significant outliers (p=0.054 Kolmogorov-Smirnov- normality test). Data analysis was done using descriptive, t-test, and 2-way ANOVA statistics. Results showed differences in Basic science achievement in favor of private schools and differences in behavior assessment in favor of public schools but the differences were not significant (p= 0.242; p= 0.656). No significant interactions were found between social media usage time and school type on students’ behavior [p=0.470] and basic science achievement [p= 0.549]. Major recommendations are the emphasis on a reduction in social media usage times irrespective of the school type and an increase in study times.
{"title":"Influence of Social Media Usage on Science Students’ Academic Achievement and Behaviour in Two School-Types in Nigeria","authors":"R. Atomatofa, Crescentia O. Sekegor, Oghenevwarhe Emefe, Eseoghene Umoru-Sule, Folashade O. Atare, Rita Ogbodu, Stella E. Ewesor, Amos Agadaigho","doi":"10.5430/jct.v13n1p311","DOIUrl":"https://doi.org/10.5430/jct.v13n1p311","url":null,"abstract":"Students’ achievements and behavior have continued to dwindle over the years and are getting worse in Nigeria with advancements in technology. Both Public and Private school students who have access to Android phones for social networking are spending less time studying after school. This paper was carried out to find out how the time spent on social media can influence the basic science achievement and behavior of secondary school students from two school types. The study sample consisted of 180 junior secondary schools three students of Delta State public and private schools who had access to an Android phone for social media activities after school. Four research hypotheses guided this study. The research instruments used were the social media time questionnaire (SMTQ) with a reliability coefficient of 0.66 and the 2020/2021 academic session results of the students. Access to their results made it possible to compare their basic science and behavioral achievements. The data contained no significant outliers (p=0.054 Kolmogorov-Smirnov- normality test). Data analysis was done using descriptive, t-test, and 2-way ANOVA statistics. Results showed differences in Basic science achievement in favor of private schools and differences in behavior assessment in favor of public schools but the differences were not significant (p= 0.242; p= 0.656). No significant interactions were found between social media usage time and school type on students’ behavior [p=0.470] and basic science achievement [p= 0.549]. Major recommendations are the emphasis on a reduction in social media usage times irrespective of the school type and an increase in study times.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"180 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kevin Kai-Wing Chan, Catty Sin-Ling Wong, William Ko-Wai Tang
This study investigates the use of radio drama competitions to enhance competencies for sustainability among students. It focuses on how radio drama competitions can provide students with opportunities to develop collaboration, critical thinking, and problem-solving competencies within the sustainable development framework proposed by UNESCO. The study utilized a mixed-method approach, including online surveys and in-person interviews, to evaluate the effects of Hong Kong students’ participation in radio drama competitions on the development of their competencies for sustainability over a period of four years. Both the quantitative and qualitative data suggested radio drama competitions had a positive impact on enriching students’ collaboration, critical thinking and problem-solving competencies. Students and teachers believe these critical competencies for sustainability can be acquired and enriched from the radio drama competition. These competencies help develop global citizens who can nurture more sustainable societies (UNESCO, 2017). This research also aims to contribute to the existing body of knowledge by incorporating insights on how radio drama competitions can empower primary and secondary school students from Hong Kong to develop these sustainable competencies through experience and reflection. The radio drama competition offers a platform for students to explore complex sustainability issues, express their creativity, collaborate with other students, as well as engage with a broader audience. In addition, this study provides suggestions on how radio drama competitions can be used as an educational tool for sustainability, integrated into primary or secondary schools’ curriculum, nurture students’ transferrable skills and achieve the goals of Education for Sustainable Development (ESD) at very young age.
{"title":"Enrich Competencies for Sustainability through Radio Drama Competitions- A Multiyear Cross-sectional Study in Hong Kong","authors":"Kevin Kai-Wing Chan, Catty Sin-Ling Wong, William Ko-Wai Tang","doi":"10.5430/jct.v13n1p139","DOIUrl":"https://doi.org/10.5430/jct.v13n1p139","url":null,"abstract":"This study investigates the use of radio drama competitions to enhance competencies for sustainability among students. It focuses on how radio drama competitions can provide students with opportunities to develop collaboration, critical thinking, and problem-solving competencies within the sustainable development framework proposed by UNESCO. The study utilized a mixed-method approach, including online surveys and in-person interviews, to evaluate the effects of Hong Kong students’ participation in radio drama competitions on the development of their competencies for sustainability over a period of four years. Both the quantitative and qualitative data suggested radio drama competitions had a positive impact on enriching students’ collaboration, critical thinking and problem-solving competencies. Students and teachers believe these critical competencies for sustainability can be acquired and enriched from the radio drama competition. These competencies help develop global citizens who can nurture more sustainable societies (UNESCO, 2017). This research also aims to contribute to the existing body of knowledge by incorporating insights on how radio drama competitions can empower primary and secondary school students from Hong Kong to develop these sustainable competencies through experience and reflection. The radio drama competition offers a platform for students to explore complex sustainability issues, express their creativity, collaborate with other students, as well as engage with a broader audience. In addition, this study provides suggestions on how radio drama competitions can be used as an educational tool for sustainability, integrated into primary or secondary schools’ curriculum, nurture students’ transferrable skills and achieve the goals of Education for Sustainable Development (ESD) at very young age.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"190 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140457405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research delves into the intricate utilization of digital technology in higher education, aiming to construct a nuanced conceptual framework to interpret the digitalization of teaching sustainable development. A qualitative research design was employed, utilizing semi-structured in-depth interviews with 25 higher education teachers representing diverse experiences, backgrounds, and expertise from southwest China. The study also incorporated word frequency analysis and sentiment analysis to provide a comprehensive understanding of the emphasized themes and emotional tones in the discussions. NVivo 12.0 software facilitated meticulous coding and analytical abstraction, allowing the identification of core concepts and relationships among them. The results unveiled prominent themes such as Institutional Support and Policy Integration, Faculty Competence and Training, and Integration of Sustainable Development in Curricula. The sentiment analysis depicted a predominantly positive outlook on the integration of sustainability and digital tools in education, highlighting the perceived advancements and benefits in the field. The word frequency analysis further reinforced the focus on education, sustainability, and digital tools within the research discourse. The study contributes significantly to the academic discourse on digital sustainability education, providing intricate insights and a conceptual framework that can guide future research and practice in the field. It paves the way for refined educational methodologies, curriculum designs, and institutional policies, emphasizing the critical role of digital technology in education for sustainable development.
{"title":"Developing A Conceptual Framework for Sustainable Development Education Through Digital Tools: Qualitative Insights from Southwest China","authors":"Ming Li, Songyu Jiang, Nuttapong Jotikasthira","doi":"10.5430/jct.v13n1p119","DOIUrl":"https://doi.org/10.5430/jct.v13n1p119","url":null,"abstract":"This research delves into the intricate utilization of digital technology in higher education, aiming to construct a nuanced conceptual framework to interpret the digitalization of teaching sustainable development. A qualitative research design was employed, utilizing semi-structured in-depth interviews with 25 higher education teachers representing diverse experiences, backgrounds, and expertise from southwest China. The study also incorporated word frequency analysis and sentiment analysis to provide a comprehensive understanding of the emphasized themes and emotional tones in the discussions. NVivo 12.0 software facilitated meticulous coding and analytical abstraction, allowing the identification of core concepts and relationships among them. The results unveiled prominent themes such as Institutional Support and Policy Integration, Faculty Competence and Training, and Integration of Sustainable Development in Curricula. The sentiment analysis depicted a predominantly positive outlook on the integration of sustainability and digital tools in education, highlighting the perceived advancements and benefits in the field. The word frequency analysis further reinforced the focus on education, sustainability, and digital tools within the research discourse. The study contributes significantly to the academic discourse on digital sustainability education, providing intricate insights and a conceptual framework that can guide future research and practice in the field. It paves the way for refined educational methodologies, curriculum designs, and institutional policies, emphasizing the critical role of digital technology in education for sustainable development.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"44 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139808758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research delves into the intricate utilization of digital technology in higher education, aiming to construct a nuanced conceptual framework to interpret the digitalization of teaching sustainable development. A qualitative research design was employed, utilizing semi-structured in-depth interviews with 25 higher education teachers representing diverse experiences, backgrounds, and expertise from southwest China. The study also incorporated word frequency analysis and sentiment analysis to provide a comprehensive understanding of the emphasized themes and emotional tones in the discussions. NVivo 12.0 software facilitated meticulous coding and analytical abstraction, allowing the identification of core concepts and relationships among them. The results unveiled prominent themes such as Institutional Support and Policy Integration, Faculty Competence and Training, and Integration of Sustainable Development in Curricula. The sentiment analysis depicted a predominantly positive outlook on the integration of sustainability and digital tools in education, highlighting the perceived advancements and benefits in the field. The word frequency analysis further reinforced the focus on education, sustainability, and digital tools within the research discourse. The study contributes significantly to the academic discourse on digital sustainability education, providing intricate insights and a conceptual framework that can guide future research and practice in the field. It paves the way for refined educational methodologies, curriculum designs, and institutional policies, emphasizing the critical role of digital technology in education for sustainable development.
{"title":"Developing A Conceptual Framework for Sustainable Development Education Through Digital Tools: Qualitative Insights from Southwest China","authors":"Ming Li, Songyu Jiang, Nuttapong Jotikasthira","doi":"10.5430/jct.v13n1p119","DOIUrl":"https://doi.org/10.5430/jct.v13n1p119","url":null,"abstract":"This research delves into the intricate utilization of digital technology in higher education, aiming to construct a nuanced conceptual framework to interpret the digitalization of teaching sustainable development. A qualitative research design was employed, utilizing semi-structured in-depth interviews with 25 higher education teachers representing diverse experiences, backgrounds, and expertise from southwest China. The study also incorporated word frequency analysis and sentiment analysis to provide a comprehensive understanding of the emphasized themes and emotional tones in the discussions. NVivo 12.0 software facilitated meticulous coding and analytical abstraction, allowing the identification of core concepts and relationships among them. The results unveiled prominent themes such as Institutional Support and Policy Integration, Faculty Competence and Training, and Integration of Sustainable Development in Curricula. The sentiment analysis depicted a predominantly positive outlook on the integration of sustainability and digital tools in education, highlighting the perceived advancements and benefits in the field. The word frequency analysis further reinforced the focus on education, sustainability, and digital tools within the research discourse. The study contributes significantly to the academic discourse on digital sustainability education, providing intricate insights and a conceptual framework that can guide future research and practice in the field. It paves the way for refined educational methodologies, curriculum designs, and institutional policies, emphasizing the critical role of digital technology in education for sustainable development.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"66 11-12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139868697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Sinar, T. Zein, Balazs Huszka, Muhammad Yusuf, Puan Maharani, Dedi Sanjaya
Multimodal analysis in learning English literacy is meant to be an eye-opener for future research related to video games as didactic tools as they are comparatively less studied, although there has been rapid growth in the multimedia industry in the past decades. The data in the present study were taken from three different video game genres: Role Playing Game (RPG), Multiplayer Online Battle Arena (MOBA), and FPS (First Person Shooter), with two different titles for each genre. The data examined in this study were elements of composition and ten student game players. The compositional features in the collected data from the respective footage of the video games were based on a visual grammar by Kress and Leeuwen (2006) This research utilized the interactive model of qualitative data analysis by Miles, Huberman, and Saldana (2014) in analyzing the compositional features. It consists of three parts: data condensation, data display, and drawing and verifying conclusion. After analyzing the composition, the players were interviewed to gather the vocabulary learned through the process of playing the games. This study found that in terms of composition features: 37 elements of information values, 37 saliences, and 36 framings. It can be concluded that these genres own more maximum disconnection framing than maximum connection. However, these students categorized fighting genre and shooting genre elements without centered information value. The implications of the study towards learning the English language are: in the first place, video games can be one the useful media to teach students reading and speaking literacy skills, especially vocabulary and historical knowledge. Secondly, these games help the players acquire the English language subconsciously and make them enjoy the learning process.
{"title":"Learning English Literacy through Video Games: A Multimodal Perspective","authors":"T. Sinar, T. Zein, Balazs Huszka, Muhammad Yusuf, Puan Maharani, Dedi Sanjaya","doi":"10.5430/jct.v13n1p102","DOIUrl":"https://doi.org/10.5430/jct.v13n1p102","url":null,"abstract":"Multimodal analysis in learning English literacy is meant to be an eye-opener for future research related to video games as didactic tools as they are comparatively less studied, although there has been rapid growth in the multimedia industry in the past decades. The data in the present study were taken from three different video game genres: Role Playing Game (RPG), Multiplayer Online Battle Arena (MOBA), and FPS (First Person Shooter), with two different titles for each genre. The data examined in this study were elements of composition and ten student game players. The compositional features in the collected data from the respective footage of the video games were based on a visual grammar by Kress and Leeuwen (2006) This research utilized the interactive model of qualitative data analysis by Miles, Huberman, and Saldana (2014) in analyzing the compositional features. It consists of three parts: data condensation, data display, and drawing and verifying conclusion. After analyzing the composition, the players were interviewed to gather the vocabulary learned through the process of playing the games. This study found that in terms of composition features: 37 elements of information values, 37 saliences, and 36 framings. It can be concluded that these genres own more maximum disconnection framing than maximum connection. However, these students categorized fighting genre and shooting genre elements without centered information value. The implications of the study towards learning the English language are: in the first place, video games can be one the useful media to teach students reading and speaking literacy skills, especially vocabulary and historical knowledge. Secondly, these games help the players acquire the English language subconsciously and make them enjoy the learning process.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"18 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139822339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Sinar, T. Zein, Balazs Huszka, Muhammad Yusuf, Puan Maharani, Dedi Sanjaya
Multimodal analysis in learning English literacy is meant to be an eye-opener for future research related to video games as didactic tools as they are comparatively less studied, although there has been rapid growth in the multimedia industry in the past decades. The data in the present study were taken from three different video game genres: Role Playing Game (RPG), Multiplayer Online Battle Arena (MOBA), and FPS (First Person Shooter), with two different titles for each genre. The data examined in this study were elements of composition and ten student game players. The compositional features in the collected data from the respective footage of the video games were based on a visual grammar by Kress and Leeuwen (2006) This research utilized the interactive model of qualitative data analysis by Miles, Huberman, and Saldana (2014) in analyzing the compositional features. It consists of three parts: data condensation, data display, and drawing and verifying conclusion. After analyzing the composition, the players were interviewed to gather the vocabulary learned through the process of playing the games. This study found that in terms of composition features: 37 elements of information values, 37 saliences, and 36 framings. It can be concluded that these genres own more maximum disconnection framing than maximum connection. However, these students categorized fighting genre and shooting genre elements without centered information value. The implications of the study towards learning the English language are: in the first place, video games can be one the useful media to teach students reading and speaking literacy skills, especially vocabulary and historical knowledge. Secondly, these games help the players acquire the English language subconsciously and make them enjoy the learning process.
{"title":"Learning English Literacy through Video Games: A Multimodal Perspective","authors":"T. Sinar, T. Zein, Balazs Huszka, Muhammad Yusuf, Puan Maharani, Dedi Sanjaya","doi":"10.5430/jct.v13n1p102","DOIUrl":"https://doi.org/10.5430/jct.v13n1p102","url":null,"abstract":"Multimodal analysis in learning English literacy is meant to be an eye-opener for future research related to video games as didactic tools as they are comparatively less studied, although there has been rapid growth in the multimedia industry in the past decades. The data in the present study were taken from three different video game genres: Role Playing Game (RPG), Multiplayer Online Battle Arena (MOBA), and FPS (First Person Shooter), with two different titles for each genre. The data examined in this study were elements of composition and ten student game players. The compositional features in the collected data from the respective footage of the video games were based on a visual grammar by Kress and Leeuwen (2006) This research utilized the interactive model of qualitative data analysis by Miles, Huberman, and Saldana (2014) in analyzing the compositional features. It consists of three parts: data condensation, data display, and drawing and verifying conclusion. After analyzing the composition, the players were interviewed to gather the vocabulary learned through the process of playing the games. This study found that in terms of composition features: 37 elements of information values, 37 saliences, and 36 framings. It can be concluded that these genres own more maximum disconnection framing than maximum connection. However, these students categorized fighting genre and shooting genre elements without centered information value. The implications of the study towards learning the English language are: in the first place, video games can be one the useful media to teach students reading and speaking literacy skills, especially vocabulary and historical knowledge. Secondly, these games help the players acquire the English language subconsciously and make them enjoy the learning process.","PeriodicalId":198854,"journal":{"name":"Journal of Curriculum and Teaching","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139882195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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