ABSTRACT
The boom of the 4.0 industrial revolution and the Covid-19 pandemic have changed the teaching and learning process, where digital learning environments have become increasingly necessary and convenient. The application of game-based learning (GBL) provides many benefits, such as helping to improve the quality of the mathematics teaching and learning process. This paper describes digital GBL with the application of Learning Analytics (LA) in a primary school and how the LA approach can enhance learning with GBL. GBL allows students to have more practice in their learning, while LA allows the data on teaching and learning materials to be recorded. The recorded data allows the teachers to systematically analyze them to keep track of students' learning performance. The use of LA is also useful to researchers and game designers. This paper has also proven the importance of the cognitive load theory and its application in GBL. It allows the use of GBL-based application to present learning information to cater to students' cognitive needs. This study involved sixty-four students from a rural primary school who participated in a 10-week GBL-based intervention. The results show that digital GBL helped increase the students' achievement in mathematics. Moreover, the LA process could be used as a mathematics achievement prediction model. In this regard, data on login frequency, duration of use, and the score to predict could be used to predict the intervention's impact on mathematics achievements. The study concludes by discussing the findings and their implications towards GBL and LA-based research and practice in mathematics teaching and learning. © 2022,Pegem Egitim ve Ogretim Dergisi. All Rights Reserved.
ABSTRACT
The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world’s education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers’ technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning. © 2022