![]() Dapatan kajian menunjukkan terdapat perbezaan signifikan dalam skor min markah pencapaian ujian pasca, (t(63) =-3.60, p =. Data diperolehi melalui ujian pra dan ujian pasca yang ditadbir dan dianalisis untuk mengenal pasti pencapaian murid serta Instructional Materials Motivation Survey (IMMS) untuk mengenal pasti tahap motivasi murid selepas didedahkan dengan pengajaran dan pembelajaran (PdP) perimeter dan kawasan menggunakan Minecraft. Kumpulan kawalan terdiri daripada 14 orang murid manakala kumpulan rawatan terdiri daripada 16 orang murid. Sampel kajian terdiri daripada 30 orang murid Tahun 5 dalam dua buah kelas sedia ada yang dipilih melalui pensampelan kluster. Kajian dengan reka bentuk kuasi eksperimen ujian pra dan ujian pasca kumpulan-kumpulan tidak seimbang ini bertujuan untuk mengenal pasti kesan penggunaan Minecraft terhadap pencapaian dan motivasi murid Tahun 5 bagi topik perimeter dan luas. Our results show that Minecraft is an effective and engaging platform to teach technical communication and has implications for designing relevant and sustainable online technical activities with easy group collaboration.ĪBSTRAK Kesukaran dalam melakukan penyelesaian masalah perimeter dan luas telah memberi kesan yang kurang memberangsangkan ke atas pencapaian dan motivasi murid terhadap topik tersebut. To address these challenges, we developed a Minecraft activity and observed its impacts on student engagement, learning, and perceptions of its relevance toengineering. Minecraft Education Edition has shown potential to teach STEM subjects and supplement engineering-design projects, but its use in post-secondary engineering education is only starting to receive serious attention. However, educators have faced challenges incorporating technical communication in online modes, compounded by a lack of consensus aboutsustainable delivery. Engineering programs often teach technical communication with hands-on 3D activities. ![]() Technical-communication skills impact several graduate attributes and practicing engineerswidely attest that technical communication is a main professional activity, while employers have expressed concerns about students’ lack of these skills. We conclude with suggestions for future research in the context of emerging developments in the rapidly evolving Minecraft universe. Next, we discuss what research is needed to best deploy Minecraft to support learning goals. We describe how teachers are already using it in the classroom, and for which goals. After describing the Minecraft experience and its broad appeal, we provide a summary of the most relevant features for learning and uses in education. We argue that it is critical to better understand how the game is influencing children's development of STEM competencies, their perceptions of what it means to be an engineer or scientist, and their acquisition of metacognitive skills such as planning and reflection. It is likely that playing Minecraft represents the first meaningful exposure to powerful ideas in STEM (e.g., engineering, agriculture, biology). ![]() Gameplay involves acquisition of a wide range of skills and knowledge relevant to school and the real world. ![]() We argue that Minecraft, an open-world, exploratory and generative game, is highly relevant for educators and learning science researchers alike. Registry names and in-code names are listed here for convenience.This chapter elaborates on the potential impacts and roles of one the most important and widely used video games of this generation: Minecraft. This list contains a list of all blocks and items (Minecraft item id list and Minecraft block id list) for Minecraft 1.19.2. ![]()
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