Technical and Implementation Barriers to Adapt Digital Game-Based Learning in Remedial Education: A Needs Analysis
Hemanathan Harikrishnan1, Noor Dayana Abd Halim2, Jamalludin Harun3, Gopal R. Mahalingam4, Shalini Arjunan5
1Hemanathan Harikrishnan, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
2Noor Dayana Abd Halim, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
3Jamalludin Harun, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
4Gopal R. Mahalingam, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
5Shalini Arjunan, School of Education, Faculty of Social Sciences and Humanities UTM, Malaysia.
Manuscript received on 13 June 2019 | Revised Manuscript received on 09 July 2019 | Manuscript Published on 17 July 2019 | PP: 94-98 | Volume-8 Issue-1C2 May 2019 | Retrieval Number: A10180581C219/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Over the last decade, Digital Game Based Learning (DGBL) has been widely adopted in the education field. The implementation of DGBL is in high demand as it facilitates remedial education and helps in enhancing slow learners’ mastery in learning. However, thereare many drawbacks, especially in terms of technical and implementation issues in existing DGBL courseware. In turn, these drawbacks affect the learners’ performances in education. This paper focuses on technical and implementation issues which restrict the effective integration of DGBL in remedial classroom. The aim of this study is to investigate the critical issues and develop the effective DGBL courseware in order to fulfill the slow learners’ needs. Therefore, a needs analysis was conducted among 30 slow learners to investigate their perception on DGBL and issues related to its use in the classroom. The findings revealed that there are many technical and implementation issues that restricted slow learners from adapting DGBL in the process of teaching and learning. The findings of this research can assist designers and educators to improve the development of DGBL and fulfill the present gap by incorporating relevant pedagogical approaches and game-based features in the development process.
Keywords: Digital Game-Based Learning, Remedial Education, Slow Learners.
Scope of the Article: Smart Learning and Innovative Education Systems