Effects of game-based problem-solving framework on soft skills development for undergraduate students
<p>This study aims to develop and validate the game-based problem-solving framework to</p><p>develop innovation capability among undergraduate students. This study focuses in the</p><p>use of digital game-based learning (DGBL) app...
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QA Mathematics Tan, Bee Sian Effects of game-based problem-solving framework on soft skills development for undergraduate students |
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<p>This study aims to develop and validate the game-based problem-solving framework to</p><p>develop innovation capability among undergraduate students. This study focuses in the</p><p>use of digital game-based learning (DGBL) approach to learn soft skills required for</p><p>developing product innovation capacity. This study consists of two phases. The first</p><p>phase involves exploratory study to develop the conceptual framework. In the second</p><p>phase, a quasi-experimental design was used in this study. A total of 106 undergraduate</p><p>students were chosen from two universities as studied subjects to participate in a onegroup</p><p>pre and post-test study. There are three instruments developed in this study that</p><p>were soft skills game Inventors of Future (IoF), a game-based training module and</p><p>an achievement test. Wilcoxon Signed Rank test showed significant difference between</p><p>two groups on pre-test and post-test scores of overall soft skills (p < .001), problem</p><p>solving (p < .001), creative thinking (p < .001) and critical thinking (p < .001). Further</p><p>analysis from Kruskal Wallis H test and Mann Whitney U test revealed that students</p><p>from the applied sciences background improved their soft skills score significantly after</p><p>the exposure to the framework. The findings also showed that students from both</p><p>universities developed critical thinking skills significantly through learning selfassessment</p><p>technique from IoF. Both results implied that the adaption of soft skills in</p><p>DGBL required open-ended learning environment with guided instructions. The results</p><p>also implied that soft skills performance can be assessed from the alignment of Blooms</p><p>taxonomy with game-based content. A guiding principle is developed as a contribution</p><p>of this study for students, instructors, and game designers in adapting the framework to</p><p>develop soft skills among undergraduate students in future. In conclusion, this</p><p>framework can be applied in learning critical thinking skill required for developing</p><p>innovation capacity.</p> |
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Tan, Bee Sian |
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Effects of game-based problem-solving framework on soft skills development for undergraduate students |
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Effects of game-based problem-solving framework on soft skills development for undergraduate students |
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Effects of game-based problem-solving framework on soft skills development for undergraduate students |
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Effects of game-based problem-solving framework on soft skills development for undergraduate students |
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Effects of game-based problem-solving framework on soft skills development for undergraduate students |
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effects of game-based problem-solving framework on soft skills development for undergraduate students |
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Fakulti Seni, Komputeran dan Industri Kreatif |
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oai:ir.upsi.edu.my:97982024-01-11 Effects of game-based problem-solving framework on soft skills development for undergraduate students 2022 Tan, Bee Sian QA Mathematics <p>This study aims to develop and validate the game-based problem-solving framework to</p><p>develop innovation capability among undergraduate students. This study focuses in the</p><p>use of digital game-based learning (DGBL) approach to learn soft skills required for</p><p>developing product innovation capacity. This study consists of two phases. The first</p><p>phase involves exploratory study to develop the conceptual framework. In the second</p><p>phase, a quasi-experimental design was used in this study. A total of 106 undergraduate</p><p>students were chosen from two universities as studied subjects to participate in a onegroup</p><p>pre and post-test study. There are three instruments developed in this study that</p><p>were soft skills game Inventors of Future (IoF), a game-based training module and</p><p>an achievement test. Wilcoxon Signed Rank test showed significant difference between</p><p>two groups on pre-test and post-test scores of overall soft skills (p < .001), problem</p><p>solving (p < .001), creative thinking (p < .001) and critical thinking (p < .001). Further</p><p>analysis from Kruskal Wallis H test and Mann Whitney U test revealed that students</p><p>from the applied sciences background improved their soft skills score significantly after</p><p>the exposure to the framework. The findings also showed that students from both</p><p>universities developed critical thinking skills significantly through learning selfassessment</p><p>technique from IoF. Both results implied that the adaption of soft skills in</p><p>DGBL required open-ended learning environment with guided instructions. The results</p><p>also implied that soft skills performance can be assessed from the alignment of Blooms</p><p>taxonomy with game-based content. A guiding principle is developed as a contribution</p><p>of this study for students, instructors, and game designers in adapting the framework to</p><p>develop soft skills among undergraduate students in future. In conclusion, this</p><p>framework can be applied in learning critical thinking skill required for developing</p><p>innovation capacity.</p> 2022 thesis https://ir.upsi.edu.my/detailsg.php?det=9798 https://ir.upsi.edu.my/detailsg.php?det=9798 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Seni, Komputeran dan Industri Kreatif <p>Academy of Sciences Malaysia. (2021). 10-10 Malaysia Science, Technology, Innovation and Economy (MySTIE) framework. Kuala Lumpur, Malaysia: Perpustakaan Negara Malaysia. Retrieved from https://www.akademisains.gov.my/10-10-mystie/</p><p></p><p>Ahmad Zamzuri, M. (2021). 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