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Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke

Engineering subjects that are heavily theoretical may cause students to get bored and lose interest in engineering studies. It will not only make students fall asleep but also prevent them from comprehending the specifics of the subject matter. In view of this, several ways can be used to ensure the...

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Main Authors: Abdullah, Mohammad, Soo, Kum Yoke
Format: Article
Language:English
Published: UiTM Cawangan Johor 2024
Subjects:
Creative ability. Imagination. Creative thinking. Concept learning. Constructivism (Education)
Online Access:https://ir.uitm.edu.my/id/eprint/95179/1/95179.pdf
https://ir.uitm.edu.my/id/eprint/95179/
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spelling my.uitm.ir.951792024-05-17T06:59:11Z https://ir.uitm.edu.my/id/eprint/95179/ Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke iij Abdullah, Mohammad Soo, Kum Yoke Creative ability. Imagination. Creative thinking. Concept learning. Constructivism (Education) Engineering subjects that are heavily theoretical may cause students to get bored and lose interest in engineering studies. It will not only make students fall asleep but also prevent them from comprehending the specifics of the subject matter. In view of this, several ways can be used to ensure the learning atmosphere is more effective and less boring, such as quizzes, games, and interactive learning. Therefore, this paper intends to give feedback regarding adding games and quizzes in theoretical subjects. Adding games and quizzes in the classroom makes learning activities more cheerful, and students are always eager to focus on learning. Among the games that can apply are puzzle games, Kahoot, and Jenga. Adding games makes students more competitive in answering the questions asked in class and, simultaneously, makes them quickly understand the theory learned in class. This paper describes students' responses to using games and quizzes in theoretical subjects in class. To get feedback, surveys with game and quiz components were used to gauge student happiness and the quality of instruction in the classroom. Students gain from adding game and quiz components to theoretical subjects in few ways: they learn more quickly, do not feel sleepy, and the classroom is more upbeat and understandable. UiTM Cawangan Johor 2024 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/95179/1/95179.pdf Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke. (2024) Insight Journal (IJ) <https://ir.uitm.edu.my/view/publication/Insight_Journal_=28IJ=29/>, 11 (1). pp. 1-7. ISSN 2600-8564 (Unpublished)
institution Universiti Teknologi Mara
building Tun Abdul Razak Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Mara
content_source UiTM Institutional Repository
url_provider http://ir.uitm.edu.my/
language English
topic Creative ability. Imagination. Creative thinking. Concept learning. Constructivism (Education)
spellingShingle Creative ability. Imagination. Creative thinking. Concept learning. Constructivism (Education)
Abdullah, Mohammad
Soo, Kum Yoke
Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke
description Engineering subjects that are heavily theoretical may cause students to get bored and lose interest in engineering studies. It will not only make students fall asleep but also prevent them from comprehending the specifics of the subject matter. In view of this, several ways can be used to ensure the learning atmosphere is more effective and less boring, such as quizzes, games, and interactive learning. Therefore, this paper intends to give feedback regarding adding games and quizzes in theoretical subjects. Adding games and quizzes in the classroom makes learning activities more cheerful, and students are always eager to focus on learning. Among the games that can apply are puzzle games, Kahoot, and Jenga. Adding games makes students more competitive in answering the questions asked in class and, simultaneously, makes them quickly understand the theory learned in class. This paper describes students' responses to using games and quizzes in theoretical subjects in class. To get feedback, surveys with game and quiz components were used to gauge student happiness and the quality of instruction in the classroom. Students gain from adding game and quiz components to theoretical subjects in few ways: they learn more quickly, do not feel sleepy, and the classroom is more upbeat and understandable.
format Article
author Abdullah, Mohammad
Soo, Kum Yoke
author_facet Abdullah, Mohammad
Soo, Kum Yoke
author_sort Abdullah, Mohammad
title Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke
title_short Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke
title_full Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke
title_fullStr Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke
title_full_unstemmed Feedback on adding game elements and quizzes in engineering theoretical subjects/ Mohammad Abdullah and Soo Kum Yoke
title_sort feedback on adding game elements and quizzes in engineering theoretical subjects/ mohammad abdullah and soo kum yoke
publisher UiTM Cawangan Johor
publishDate 2024
url https://ir.uitm.edu.my/id/eprint/95179/1/95179.pdf
https://ir.uitm.edu.my/id/eprint/95179/
_version_ 1800100648979529728
score 13.211869

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