The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia
This paper described the effort to raise students' higher order thinking skills (HOTs) in chemistry learning by using game-based learning. The study attempted to use scenarioepistemic game (SE game) in socio-collaborative learning environment to improve HOTs among high school chemistry students...
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| Format: | Conference or Workshop Item |
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2017
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| _version_ | 1796866386321997824 |
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| author | Kho, Pui Wun Harun, Jamalludin |
| author_facet | Kho, Pui Wun Harun, Jamalludin |
| author_sort | Kho, Pui Wun |
| collection | ePrints |
| description | This paper described the effort to raise students' higher order thinking skills (HOTs) in chemistry learning by using game-based learning. The study attempted to use scenarioepistemic game (SE game) in socio-collaborative learning environment to improve HOTs among high school chemistry students in Malaysia. The SE game was a knowledge game that centred on professional practices relevant to critical thinking in a real world scenario. Furthermore, the paper provided a brief design of SE game according to its framework which was a combination of SKIVE elements and Ruth Clark's scenariobased model. Meanwhile, socio-collaborative learning environment was used to engender greater knowledge acquisition and HOTs. There were 23 chemistry students who participated in this study for a period of six-weeks. They were required to play the SE game and solve four learning tasks in socio-collaborative learning environment. The instruments used to identify students' HOTs achievement were socio-collaborative discussion scripts, pre-test and post-test. The socio-collaborative discussion scripts were used to evaluate respondents' prompts and responses, which represented their thinking level. They contributed 61.4% of their discussion statements in the lower level of responses (Remember and Understand) and constructed 38.6% of HOTs statements during collaboration process. Furthermore, the findings in pre-test and post-test showed that there was 21.7% improvement in Apply level, 78.3% improvement in Analysis level, 43.5% improvement in Evaluate level and 65.2% in Create level. All in all, this study provided as a new contribution to learning approach in education domain where the SE game in socio-collaborative learning environment had a significant impact on HOTs in chemistry. |
| first_indexed | 2024-03-05T21:11:22Z |
| format | Conference or Workshop Item |
| id | utm.eprints-97252 |
| institution | Universiti Teknologi Malaysia - ePrints |
| last_indexed | 2024-03-05T21:11:22Z |
| publishDate | 2017 |
| record_format | dspace |
| spelling | utm.eprints-972522022-09-23T04:33:36Z http://eprints.utm.my/97252/ The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia Kho, Pui Wun Harun, Jamalludin LB2300 Higher Education This paper described the effort to raise students' higher order thinking skills (HOTs) in chemistry learning by using game-based learning. The study attempted to use scenarioepistemic game (SE game) in socio-collaborative learning environment to improve HOTs among high school chemistry students in Malaysia. The SE game was a knowledge game that centred on professional practices relevant to critical thinking in a real world scenario. Furthermore, the paper provided a brief design of SE game according to its framework which was a combination of SKIVE elements and Ruth Clark's scenariobased model. Meanwhile, socio-collaborative learning environment was used to engender greater knowledge acquisition and HOTs. There were 23 chemistry students who participated in this study for a period of six-weeks. They were required to play the SE game and solve four learning tasks in socio-collaborative learning environment. The instruments used to identify students' HOTs achievement were socio-collaborative discussion scripts, pre-test and post-test. The socio-collaborative discussion scripts were used to evaluate respondents' prompts and responses, which represented their thinking level. They contributed 61.4% of their discussion statements in the lower level of responses (Remember and Understand) and constructed 38.6% of HOTs statements during collaboration process. Furthermore, the findings in pre-test and post-test showed that there was 21.7% improvement in Apply level, 78.3% improvement in Analysis level, 43.5% improvement in Evaluate level and 65.2% in Create level. All in all, this study provided as a new contribution to learning approach in education domain where the SE game in socio-collaborative learning environment had a significant impact on HOTs in chemistry. 2017 Conference or Workshop Item PeerReviewed Kho, Pui Wun and Harun, Jamalludin (2017) The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia. In: 5th International Conference on Learning and Teaching in Computing and Engineering, LaTiCE 2017, 20 - 24 April 2017, Hong Kong. http://dx.doi.org/10.1109/LaTiCE.2017.10 |
| spellingShingle | LB2300 Higher Education Kho, Pui Wun Harun, Jamalludin The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia |
| title | The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia |
| title_full | The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia |
| title_fullStr | The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia |
| title_full_unstemmed | The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia |
| title_short | The effect of scenario-epistemic game on higher order thinking skills among high school chemistry students in Malaysia |
| title_sort | effect of scenario epistemic game on higher order thinking skills among high school chemistry students in malaysia |
| topic | LB2300 Higher Education |
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