Correlation of Interactive Learning and Student's Intellectual Emotion
Abstract
This research aims to explore the correlation between interactive learning methods and students’ intellectual emotions conducted on the subject VCS 105 (An appreciation of art and design history), a compulsory subject for the first-semester Diploma of Creative art. This subject requires deep understanding, memorizing art history, facts, and characters of art globally throughout the ages. The biggest problem in teaching and learning in the new norm is attracting attention from students along with the rapid development of technology. As an educator, we need to creatively change the teaching method from traditional method to Online based education. The interactive learning method is proposed as an effective approach to gain a short-term attention span among students. Finally, the researcher can evaluate students' perceptions of learning in class as well as their level of acceptance of the knowledge that has been delivered. In this study, online game-based interactive learning has been specially designed creatively to obtain the extent of the effectiveness of teaching and learning. The researcher used the Quiz Whizzer online application as a main pillar of this study. Quiz Whizzer is a website-based application as an online educational game that provides easy means in the learning process. Furthermore, Quiz Whizzer is a game-based learning platform, used as educational technology in educational institutions. The focus of this activity is the use of making interactive games, developing social skills, and relationships among group members. This gamification creatively combines the technology of QR codes to solve the puzzle online. The implementation of interactive learning, not only develops the interpersonal relations between students but also demonstrates their active participation in class. The findings of this study demonstrated that these students have a positive attitude toward learning. For instance, they believe that applying interactive learning such as online games in a subject will improve their knowledge. Most importantly, the result of this study revealed the effectiveness of interactive learning in relation to the intellectual emotion of students.
Keywords: Interactive learning, Online game-based, Intellectual emotion.
References
AHMAD RADZI, Mohamad Quzami An-Nuur; Sulaiman & Shahrunizam. (2021). Online Distance Learning New Norm in Undergraduate Graphic Design Education. Idealogy Journal, doi: https://doi.org/10.24191/idealogy.v6i1.253. retrieved from http://idealogyjournal.com/ojs/index.php/idealogy/article/view/253
Amado, C., & Roleda, L. (2019). Student Engagement in a Gamified Physics Course. Proceedings of the International Conference on Future of Education, 2(1), 85-95. https://doi.org/10.17501/26307413.2019.2109 retrieved from https://www.researchgate.net/publication/336812055_Student_Engagement_in_a_Gamified_Physics_Course
Barbara Gross Davis (1993). Tools for teaching, The Jossey-Bass higher and adult education series, Jossey-Bass Publishers San Francisco
Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: A literature review 2011-2019
Carlson, J., Harris, R. B., & Harris, K. (2017). Coin counter: Gamification for classroom management. Information Systems Education Journal, 15(5), 4. Retrieved from: http:// isedj.org/2017-15/n5/ISEDJv15n5p4.html
Çeker, E., & Ozdaml, F. (2017). What" Gamification" Is and What It's Not. European Journal of Contemporary Education, 6(2), 221-228. Retrieved from https://files.eric.ed.gov/fulltext/EJ1146137.pdf DOI: 10.13187/ejced.2017.2.221
Collins English Dictionary. (2022). HarperCollins Publishers retrieved from https://www.collinsdictionary.com/dictionary/english/qr-code
Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011, May). Gamification. using game-design elements in non-gaming contexts. Proceedings of ACM CHI 2011 Conference on Human Factors in Computing Systems retrieved from https://dl.acm.org/doi/pdf/10.1145/1979742.1979575
D. U. Silverthorn (2006). Teaching and learning in the interactive classroom Department of Integrative Biology, University of Texas, Austin, Texas, doi:10.1152/advan.00087.2006
Emotion, Cambridge Online Dictionary (2023), Cambridge University Press 2023 retrieved from https://dictionary.cambridge.org/dictionary/english/emotion
Falsafah Pendidikan Kebangsaan. (2019). Kementerian Pendidikan Malaysia (KPM) retrieved from https://www.moe.gov.my/index.php/dasarmenu/falsafah-pendidikan-kebangsaan
Furdu, I., Tomozei, C., & Kose, U. (2017). Pros and cons gamification and gaming in classroom. arXiv preprint arXiv:1708.09337. retrieved from https://www.researchgate.net/publication/318726293_Pros_and_Cons_Gamification_and_Gaming_in_Classroom
Interactive, (2009-2023). Macmillan Dictionary. Retrieved from https://www.macmillandictionary.com/dictionary/british/interactive
Michael Dimock (2019). Defining generations: Where Millennials end and Generation Z begins, pew research centre
Najjar, E. A., & Salhab, R. A. (2022). Position Paper: Gamification in the Learning Process. International Journal of Online and Biomedical Engineering (iJOE), 18(01), pp. 148–153. Retrieved from https://online-journals.org/index.php/i-joe/article/view/26609/10625
Neil A. Bradbury, Attention span during lectures: 8 seconds, 10 minutes, or more? (2016). Advances in Physiology Education Vol 40: retrieved from https://journals.physiology.org/doi/epdf/10.1152/advan.00109.2016
Quizwhizzer meaning. (2019). retrieved at https://blog.quizwhizzer.com/
Ramneek Singh (2022). Emoji meanings: Types of emojis and what do they mean, retrieved from https://www.91mobiles.com/hub/emoji-meanings/
Silmi Nurul Utami , (2023). Ini Pengertian Generasi X, Z, Milenial, dan Baby Boomers, retrieved from https://www.kompas.com/skola/read/2021/04/17/130000069/jangan-tertukar-ini-pengertian-generasi-x-z-milenial-dan-baby-boomers
Steinkuehler C. (2007). Massively Multiplayer Online Games & Education: An Outline of Research (2007) International Society of the Learning Sciences, Inc. retrieved from https://repository.isls.org/bitstream/1/3428/1/674-684.pdf
S. Senthamarai (2018). Interactive teaching strategies, Journal of Applied and Advanced Research, Phoenix Research Publishers
S. Snezana, Z. Nada, & T. Tripo. (2015). “Gamification in Higher Education Learning – State Of The Art, Challenges And Opportunities,” The Sixth International Conference on e-Learning (eLearning-2015), Belgrade, Serbia retrieved from http://elearning.metropolitan.ac.rs/files/pdf/2015/23-Snezana-Scepanovic-Nada-Zaric-Tripo-Matijevic-Gamification-in-higher-education-learning-state-of-the-art-challenges-and-opportunities.pdf
Treiblmaier, H., & Putz, L. M. (2020). Gamification as a moderator for the impact of intrinsic motivation: Findings from a multigroup field experiment. Learning and Motivation, Science Direct, 71, 101655. https://doi.org/10.1016/j.lmot.2020.101655
What is interactive learning? (2022). Retrieved from https://echo360.com/what-is-interactive-learning/
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 100326. https://doi.org/10.1016/j.edurev.2020.100326
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
UiTM Press (the Publisher) has agreed to publish the undersigned author’s paper in Idealogy Journal. The agreement is contingent upon the fulfilment of a number of requirements listed below.
1. The undersigned author warrants that the paper entitled below is original, that it is not in any way libellous or unlawful in Malaysia, that it does not infringe any copyright or other proprietary right. The undersigned hereby represents and warrants that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required. The undersigned represents that he/she has the power and authority to sign and execute this agreement.
2. The undersigned author warrants that the paper entitled below has not been published elsewhere, and also it will not be submitted anywhere else for publication prior to acceptance/rejection by this Journal.
3. By submitting the paper entitled below, the undersigned author agrees to transfer the rights to publish and distribute the paper in an international e-journal (entitled above) to Publisher.
4. The undersigned author agrees to make a reasonable effort to conform to Publisher's submission guidelines and to liaise with the editor to ensure that the requirements of these guidelines are met to a reasonable degree.
5. The corresponding author signs for and accepts responsibility for releasing this material on behalf of any and all coauthors. This agreement is to be signed by at least one of the authors who has obtained the assent of the co-author(s) where applicable. After submission of this agreement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted.
