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1 – 10 of 14Zamzami Zainuddin, Hussein Haruna, Xiuhan Li, Yin Zhang and Samuel Kai Wah Chu
Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this…
Abstract
Purpose
Despite the enhanced popularity of flipped classroom research, there is a lack of empirical evidence reported about the different impacts revealed by the implementation of this concept. Therefore, to respond to this issue, this study aims to review and analyze the trends and contents of flipped classroom research based on 48 studies recently published in 2017 and 2018. The analysis was based on flipped classroom impacts from various fields.
Design/methodology/approach
A systematic literature review and content analysis were used as a methodology to investigate positive impacts and challenges of flipped classroom implementation.
Findings
The results of the analysis were interpreted using descriptive analysis. Analysis of the impact revealed that the flipped classroom yielded positive impacts on students’ learning activities such as academic performance, learning motivation and/or engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructors is a lack of students’ motivation to watch the pre-recorded video lectures or to study the contents outside of the class time.
Practical implications
Several issues in this discussion become implications that can be taken into consideration for future research. The findings suggest that the flipped classroom concept might be effective in promoting the twenty-first century learning skills.
Originality/value
While highlighting the limitations of an ineffective flipped classroom implementation, this study proposes further recommendations for future research.
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Hussein Haruna, Zamzami Zainuddin, Robin R. Mellecker, Samuel K.W. Chu and Xiao Hu
Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of…
Abstract
Purpose
Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of the sexual well-being of adolescents more effective. Although venereal diseases such as HIV/AIDS have become a greater problem in Sub-Saharan African (SSA) countries than in any country outside of Africa, little is publicly known about the development of gamified learning for use in counter-measures. This paper aims to address that deficit by presenting the process of developing one such game. The paper highlights how the “My Future Begins Today” game for sexual health education was developed, evaluated and refined in the real-world of low-tech settings and made improvements based on the response of users.
Design/methodology/approach
Design-based research (DBR) was used to guide the design, develop, test and refine the digital game in iterative cycles. The evaluation of the effectiveness of iterations of the game was done using adolescent sexual health literacy tests and the validated Motivation, Attitude, Knowledge and Engagement framework, the authors developed based on existing approaches. That framework combines the elements of motivation, attitude, knowledge and engagement, effectiveness was evaluated based on the game’s ability to motivate students, improve their attitudes, increase their acquisition of knowledge and engage them in learning self-rating surveys and interviews. The whole process of game design, testing, evaluation and refinement were underpinned by the activity theory, DBR and participatory design (PD) research.
Findings
Participants in the gamified learning platforms demonstrated higher average scores on their post-tests than their counterparts subjected to the traditional teaching classroom. Also, gamified learning groups commented positively on the effectiveness of their instructional approach than their counterparts in the traditional learning group. The stakeholders’ involvement in developing gamified learning provided a good understanding of the importance of the game to the adolescent students and how it was going to be used to address the problem identified. The application of PD contributed to the effectiveness of the game. It involved various actors from various fields who were relevant to the game. Also, engaging targeted users from the beginning resulted in the creation of a better correspondence with the preferences of end-users.
Practical implications
This study has contributed to a better understanding of sex education and knowledge in the area of adolescent reproductive health issues, using developed innovative game mechanics features and its applicability in low-tech settings.
Originality/value
The study will be a recommendation for future researchers in applying this gamified learning concept and its suitability in their teaching practice, particularly regarding sexual health education and adolescent reproductive health issues in low-tech settings of SSA.
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Hussein Haruna, Asad Abbas, Zamzami Zainuddin, Xiao Hu, Robin R. Mellecker and Samira Hosseini
This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were…
Abstract
Purpose
This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition.
Design/methodology/approach
This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis.
Findings
The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions.
Research limitations/implications
As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses.
Originality/value
The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.
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Zamzami Zainuddin, Muhammad Shujahat, Samuel K.W. Chu, Hussein Haruna and Ratna Farida
This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a…
Abstract
Purpose
This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class.
Design/methodology/approach
A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design.
Findings
The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied.
Practical implications
The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners.
Originality/value
Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.
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Zamzami Zainuddin, Corinne Jacqueline Perera, Hussein Haruna and Habiburrahim Habiburrahim
The purpose of this study is twofold. Firstly, this research aims at helping countries implement an equitable, innovative and context-appropriate stay-home game plan for the…
Abstract
Purpose
The purpose of this study is twofold. Firstly, this research aims at helping countries implement an equitable, innovative and context-appropriate stay-home game plan for the millions of disadvantaged and under-privileged students severely affected by the forfeiture of school closures; and secondly, this study proclaims that the burgeoning popularity of gamification has the potential to lay the bedrock foundation for ‘Literacy in the New Norm’.
Design/methodology/approach
The temporal closure of schools around the world to limit the spread of the COVID-19 has resulted in massive educational disruptions triggering adverse effects and bringing much of education under grave threat. Through a review of the current empirical and conceptual literature, this study proposes a new gamification concept in a non-technology environment.
Findings
Well underway are global dialogues that hold conversations on implementing mitigation strategies to counter the looming global health crisis. This has generated the impetus for a more concerted effort by concerned governments and international organizations to identify appropriate solutions for the continuity of learning so that the learning never stops. While educators and learners plunge further into the core of reconstructing education, the authors recognize that the fundamentals of technology and virtual connectivity have all along contributed to the multi-faceted e-learning stage set. However, concerns regarding the paradigm shift to remote online learning would certainly exacerbate inequalities cardinally felt across disadvantaged communities around the globe.
Originality/value
As the world is currently bound by strict isolation measures, learners of all ages have been relegated to the confines of their homes. For the most part, the stark realities of technological mishaps that have befallen underprivileged school children, serve as a reminder to help target children all over the world who are in most peril of losing ground in terms of continued education. It is on these grounds that the criterion set out in this article elucidates the nature and scope of a supplementary stay-home game plan detailing the use of game affordances that bear intelligently in the creation of home-based activities for parents to give it their best effort in fostering a collaborative and meaningful parent-child relationship that spawns the new language of literacy in the new norm.
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Asad Abbas, Hussein Haruna, Anil Yasin Ar and Danica Radovanović
The 17 Sustainable Development Goals (SDGs) of the United Nations (UN) gained attention, particularly SDG 4 which focuses on quality education. Tecnologico de Monterrey, popularly…
Abstract
The 17 Sustainable Development Goals (SDGs) of the United Nations (UN) gained attention, particularly SDG 4 which focuses on quality education. Tecnologico de Monterrey, popularly known as TEC, is one of the few elite private universities in Mexico that took significant steps to enhance the quality of education amidst the COVID-19 pandemic, in view of students’ career plans. In this empirical research, an online survey was employed to investigate the mediating role of peers’ feedback on team-based learning (TBL) and career planning skills among university students. The study included 86 students from bachelor’s and master’s programmes. IBM SPSS version 26 and PROCESS Macro v 3.5 were used for the quantitative data analysis. The results confirm that peers’ feedback partially mediates the relationship between TBL and the career planning skills of students. This study provides recommendations to university authorities to develop educational policies in-line with SDG 4, thoroughly revise course curricula of the degree programmes offered, and include online learning activities for solving problems in the current world scenario.
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Ali Hassan Ali, Ahmed Farouk Kineber, Ahmed Elyamany, Ahmed Hussein Ibrahim and Ahmed Osama Daoud
This study aims to identify the most significant barriers and the stationary barrier to modular construction (MC) implementation and promote MC widespread use. By doing so, the…
Abstract
Purpose
This study aims to identify the most significant barriers and the stationary barrier to modular construction (MC) implementation and promote MC widespread use. By doing so, the construction industry can leverage the benefits of MC, such as faster construction times, improved quality control, reduced waste and increased sustainability.
Design/methodology/approach
This study uses a Gini’s mean analysis approach to identify the stationary barriers hindering the MC adoption in residential projects. The research focuses on the Egyptian context and uses a questionnaire survey to gather data from professionals in the construction industry.
Findings
According to the survey findings, the top five significant MC barriers are inability to modify the design; contractors asking for high bidding prices (higher initial cost); scepticism, conservation and resistance of clients to innovation and change; transportation restrictions; and lack of a one-size-fits-all tool for the design. In addition, Gini’s mean of dispersion demonstrated that the stationary barrier that faces MC adoption is the apprehension that architectural creativity will suffer because of MC.
Practical implications
The identified obstacles could be useful for decision makers in countries that have not yet adopted MC and may aid in the planning process to manage the risks associated with MC projects. The paper stresses the significance of devising techniques to overcome these barriers and proposes several methods to tackle these challenges.
Originality/value
This study fills the knowledge gap by identifying the stationary barrier and emphasising the potential risks associated with MC barriers. Furthermore, it suggests several strategies for overcoming and reducing these barriers in developing countries residential projects.
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Haruna Musa, Nor Hayati Binti Ahmad and Alias Mat Nor
This study aims to expand the theory of planned behaviour (TPB) to understand determinants of financial inclusion participation behaviour through the mediating effect of Islamic…
Abstract
Purpose
This study aims to expand the theory of planned behaviour (TPB) to understand determinants of financial inclusion participation behaviour through the mediating effect of Islamic finance product (IFP) adoption.
Design/methodology/approach
A quantitative research design was deployed using primary data from a survey conducted within the Muslim-dominated regions in Nigeria, which was analysed using partial least squares structural equation modelling.
Findings
It was found that the original TPB variables, attitude, subjective norms, perceived behavioural control (PBC) and behavioural intention have strong positive influences on financial inclusion participation behaviour, however, among the new variables, government support and IFPs adoption directly influence, while awareness and access to banking and digital channels were not. Furthermore, IFPs adoption significantly mediates the relationship between attitude, behavioural intention, government support and access to banking and digital channels and financial inclusion participation, but it failed to mediate that of subjective norms, PBC and awareness.
Research limitations/implications
These findings imply the need to establish more Islamic financial institutions or conventional banks to introduce IFPs in Muslim-dominated regions in Nigeria, as such products are desirable in expanding financial inclusion. While such is being pursued, policymaking bodies responsible for financial inclusion should design appropriate programmes to create awareness of IFPs for expanding financial inclusion.
Originality/value
To the best of the authors’ knowledge, this study could be the first to expand the TPB by integrating IFP adoption as a mediator within the context of financial inclusion participation as well as the incorporation of awareness, government support and access to banking and digital channels as additional variables.
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Haruna Sa'idu Lawal, Hassan Adaviriku Ahmadu, Muhammad Abdullahi, Muhammad Aliyu Yamusa and Mustapha Abdulrazaq
This study aims to develop a building renovation duration prediction model incorporating both scope and non-scope factors.
Abstract
Purpose
This study aims to develop a building renovation duration prediction model incorporating both scope and non-scope factors.
Design/methodology/approach
The study used a questionnaire to obtain basic information relating to identified project scope factors as well as information relating to the impact of the non-scope factors on the duration of building renovation projects. The study retrieved 121 completed questionnaires from construction firms on tertiary education trust fund (TETFund) building renovation projects. Artificial neural network was then used to develop the model using 90% of the data, while mean absolute percentage error was used to validate the model using the remaining 10% of the data.
Findings
Two artificial neural network models were developed – a multilayer perceptron (MLP) and a radial basis function (RBF) model. The accuracy of the models was 86% and 80%, respectively. The developed models’ predictions were not statistically different from those of actual duration estimates with less than 20% error margin. Also, the study found that MLP models are more accurate than RBF models.
Research limitations/implications
The developed models are only applicable to projects that suit the characteristics and nature of the data used to develop the models. Hence, models can only predict the duration of building renovation projects.
Practical implications
The developed models are expected to serve as a tool for realistic estimation of the duration of building renovation projects and thus, help construction project managers to effectively plan and manage it.
Social implications
The developed models are expected to serve as a tool for realistic estimation of the duration of building renovation projects and thus, help construction project managers to effectively plan and manage it; it also helps clients to effectively benchmark projects duration and contractors to accurately estimate duration at tendering stage.
Originality/value
The study presents models that combine both scope and non-scope factors in predicting the duration of building renovation projects so as to ensure more realistic predictions.
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