Preschool teachers’ acceptance of game-based learning to promote interactive teaching and learning / Hemanantthini Shanmugam
The implementation of game-based learning in the educational system has changed to a digital format as a result of Malaysia's technological advancements, which support 21st-century learning abilities. In a similar vein, game-based learning (GBL) has progressed to include digital technology in p...
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| Format: | Thesis |
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2024
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| Online Access: | http://studentsrepo.um.edu.my/15511/2/Hemanantthini.pdf http://studentsrepo.um.edu.my/15511/1/Hemanantthini_Shanmugam.pdf http://studentsrepo.um.edu.my/15511/ |
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| Summary: | The implementation of game-based learning in the educational system has changed to a digital format as a result of Malaysia's technological advancements, which support 21st-century learning abilities. In a similar vein, game-based learning (GBL) has progressed to include digital technology in preschool settings. To enable interactive teaching and learning that improves children's learning, preschool teachers must increase their knowledge, awareness, Information and Communication Technology (ICT) skills, and creativity. This study was conducted to examine the preschool teachers’ overall acceptance of the GBL approach in the digital context, as well as the implementation strategies in promoting interactive teaching and learning for the preschool children. In this qualitative study, six participants were chosen from purposeful sampling from the Petaling Jaya region only to collect desired data which will be beneficial for the research conducted. An individual semi-structured interview protocol was conducted to collect data from each participant. The results of the findings show that preschool teachers are keen on the GBL approach to be accommodated in children’s daily learning process due to the advantages, as well as it is noticed that with external factors such as proper training and guidance, and facilities, this approach can be beneficial for both preschool teachers and children to promote interactive teaching and learning. Further research should be conducted in digital GBL in primary and secondary schools to understand the differences, as well as examine ADDIE and Gagne’s nine-even instructional model for educator training and children achieve their goals step by step. In conclusion, there are significant effects such as active participation, engagement, collaboration, creativity and problem-solving skills in children’s learning when the GBL approach is incorporated.
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