Use of Cyclical Learning Theories of Bruner's Spiral in the Digital Native Era by Creating an Atmosphere with Flow Theory
Ключевые слова:
геймификация, цифровой абориген, спиральная учебная программа, МотивацияАннотация
The digital era influences education significantly; the flow of information brings new challenges to classical approaches that have almost been abandoned. However, old theories can still be updated, such as Bruner's theory, which emphasizes motivation, and flow theory, which indicates critical thinking. and interestingly, we can combine the two to produce optimal results in today's digital era.
Библиографические ссылки
Ado, Rohaya, Noor, Halijah, & Sanitah. (2019). Validation of a developed university placement test using classical test theory and Rasch measurement approach. https://www.researchgate.net/profile/Ado-Bichi/publication/332401113_Validation_of_a_developed_university_placement_test_using_classical_test_theory_and_Rasch_measurement_approach/links/5cb1e905299bf1209762acda/Validation-of-a-developed-university-placement-test-using-classical-test-theory-and-Rasch-measurement-approach.pdf
Amy. (n.d.). The passion-driven classroom: A framework for teaching and learning. https://www.taylorfrancis.com/books/mono/10.4324/9781315394749/passion-driven-classroom-angela-maiers-amy-sandvold
Anderson. (n.d.). Empirical direction in design and analysis. https://www.taylorfrancis.com/books/mono/10.4324/9781410600004/empirical-direction-design-analysis-norman-anderson
Anna, Hernando, Juan, Jeffrey, & Mariel. (n.d.). Technology Initiatives: A Shared Leadership of Digital Natives and Digital Immigrants. https://www.researchgate.net/profile/Hernando-Jr-Bernal/publication/330314757_Technology_Initiatives_A_Shared_Leadership_of_Digital_Natives_and_Digital_Immigrants/links/5e254310a6fdcc1015782339/Technology-Initiatives-A-Shared-Leadership-of-Digital-Natives-and-Digital-Immigrants.pdf
Anne, Jamie, Carolin, & Christof. (2019). Independent and joint effects of teacher enthusiasm and motivation on student motivation and experiences: A field experiment. https://link.springer.com/article/10.1007/s11031-018-9738-7
Athanasios, Charalabos, Miltiadis, Effrosyni, & er. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. https://link.springer.com/article/10.1007/s10055-018-0363-2
Biberman-Shalev. (2021). Motivational factors for learning and teaching global education. https://www.sciencedirect.com/science/article/pii/S0742051X21001840
Cathy, & Christina. (n.d.). The new college classroom. Harvard University Press. https://books.google.com/books?hl=en&lr=&id=ZJN8EAAAQBAJ&oi=fnd&pg=PP1&dq=By+integrating+Bruner%27s+spiral+curriculum+theory+with+flow+theory,+educators+can+create+an+atmosphere+that+caters+to+the+needs+of+digital+immigrants&ots=OlAbMyD-aJ&sig=1-tgPehpzHqdQluvhU-MrJ_zRas
Celia. (2021). Teaching Transmedia in China: Complexity, Critical Thinking, and Digital Natives. https://link.springer.com/chapter/10.1007/978-981-15-7857-1_13
Cem. (2024). Consumerisation of Information Technologies in Sports: Opportunities and Challenges in the Age of Digital Natives. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003458890-13/consumerisation-information-technologies-sports-hakan-y%C4%B1lmaz-cem-tinaz
Christopher, Marilyn, R., & Virtual. (n.d.). The development of a virtual world for learning Newtonian mechanics. https://link.springer.com/chapter/10.1007/3-540-61282-3_10
Christos, Akrivi, Cleo, & oaches. (2023). Virtual reality in education: a review of learning theories, approaches and methodologies for the last decade. https://www.mdpi.com/2079-9292/12/13/2832
D., & Elizabeth. (2016). How deeper learning can create a new vision for teaching. https://www.researchgate.net/profile/Monica-R-Martinez/publication/294075077_How_Deeper_Learning_Can_Create_a_New_Vision_for_Teaching/links/56bd69d408ae5e7ba4104a60/How-Deeper-Learning-Can-Create-a-New-Vision-for-Teaching.pdf
Daniela. (2024). The digital competences necessary for the successful pedagogical practice of teachers in the digital age. https://www.mdpi.com/2227-7102/14/5/507
David, & Anthony. (2016). Motivation to learn: an overview of contemporary theories. https://onlinelibrary.wiley.com/share/KTGRMAENRTJ3IT8VAXUQ?target=10.1111/medu.13074
David, & Michael. (n.d.). Games for language learning. Cambridge university press. https://books.google.com/books?hl=en&lr=&id=U9Y_NeY0YMsC&oi=fnd&pg=PA11&dq=combining+mini+games+with+a+warm+approach+and+inviting+verbal+remarks&ots=RJ70sJm-Ng&sig=ccMomMCuORUfe_8uF_BqzqWRS2I
Davis. (2017). Error Reflection Embracing Growth Mindset in the General Music Classroom. https://journals.sagepub.com/doi/abs/10.1177/1048371316667160
De Oliveira Borba, F. I. M., & Goi, M. E. J. (2021, January 7). Jerome Bruner Nos Processos De Aprender E Ensinar Ciências. Research, Society and Development. Retrieved June 20, 2024, from https://rsdjournal.org/index.php/rsd/article/view/9508
Ergin. (n.d.). A MODEL FOR THE PREDICTIVE POWER OF UNIVERSITY STUDENTS’DESIGN THINKING AND DIGITAL LITERACY SKILLS ON INTELLECTUAL . . .. https://www.researchgate.net/profile/Atilla-Ergin-3/publication/380460151_A_Model_for_the_Predictive_Power_of_University_Students’_Design_Thinking_and_Digital_Literacy_Skills_on_Intellectual_Experience_Skills/links/663d037e06ea3d0b7446a7e6/A-Model-for-the-Predictive-Power-of-University-Students-Design-Thinking-and-Digital-Literacy-Skills-on-Intellectual-Experience-Skills.pdf
Erika, & Markku. (2019). University students’ emotions in virtual learning: A review of empirical research in the 21st century. https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12699
erine. (2020). Co-creation in learning and teaching: the case for a whole-class approach in higher education. https://link.springer.com/article/10.1007/s10734-019-00453-w
Fatin, Bity, & Melor. (2020). Online game-based formative assessment: Distant learners post graduate students’ challenges towards Quizizz. https://www.researchgate.net/profile/Monaim-Mohamad-2/publication/348201276_Online_game-based_formative_assessment_Distant_learners_post_graduate_students’_challenges_towards_quizizz/links/60c30050299bf1949f499c4a/Online-game-based-formative-assessment-Distant-learners-post-graduate-students-challenges-towards-quizizz.pdf
Fatma, İlknur, Turkan, & Yuksel. (2018). Information retention’s relationships with flow, presence and engagement in guided 3D virtual environments. https://link.springer.com/article/10.1007/s10639-017-9683-1
Ferlazzo. (n.d.). Self-driven learning: Teaching strategies for student motivation. https://www.taylorfrancis.com/books/mono/10.4324/9781315853413/self-driven-learning-larry-ferlazzo
Fernando, Vania, Claudia, Franceli, Ana, & Mónica. (2021). Serious games for basic learning mechanisms: reinforcing Mexican children’s gross motor skills and attention. https://link.springer.com/article/10.1007/s00779-021-01529-0
Gabriel, vol., & no. (n.d.). EduTubers’s pedagogical best practices and their theoretical foundation. https://www.mdpi.com/2227-9709/9/4/84
Gary, & Robert. (n.d.). Seeing the invisible: Perceptual-cognitive aspects of expertise. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315044712-9/seeing-invisible-perceptual-cognitive-aspects-expertise-gary-klein-robert-hoffman
Gibbs, B. C. (2014, April). Reconfiguring Bruner: Compressing the Spiral Curriculum. Phi Delta Kappan, 95(7), 41–44. https://doi.org/10.1177/003172171409500710
Gonzalez-DeHass. (n.d.). Intrinsic motivation to learn: Encouraging parents to let students take the driver’s seat. https://www.taylorfrancis.com/chapters/edit/10.4324/9781351021906-3/intrinsic-motivation-learn-alyssa-gonzalez-dehass
Guillermo, & May. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. https://www.mdpi.com/2073-431X/10/10/132
Hasan, Hakan, & Ton. (2019). Using hands-on and virtual laboratories alone or together―which works better for acquiring knowledge and skills? https://link.springer.com/article/10.1007/s10956-018-9762-0
Jérémie, Lucian, Lorie-Marlène, Geneviève, Martin, & Steve. (2018). Effects of teaching the concept of neuroplasticity to induce a growth mindset on motivation, achievement, and brain activity: A meta-analysis. https://www.sciencedirect.com/science/article/pii/S2211949318300024
Jelly, Niña, Ricky, Christian, Roberto, Gleceria, & Ariel. (n.d.). Spiral Progression Approach for Improving Students’ Retention in Statistics and Probability. https://www.researchgate.net/profile/Ariel-Tinapay-2/publication/373105306_Spiral_Progression_Approach_for_Improving_Students’_Retention_in_Statistics_and_Probability/links/64d9764866f0e0067d9314ec/Spiral-Progression-Approach-for-Improving-Students-Retention-in-Statistics-and-Probability.pdf
Jensen. (n.d.). Enriching the brain: How to maximize every learner’s potential. John Wiley Sons. https://books.google.com/books?hl=en&lr=&id=LZS0fv8G9yYC&oi=fnd&pg=PP1&dq=+With+the+findings+of+the+study+in+mind,+it+is+clear+that+cultivating+a+state+of+flow+in+the+classroom+is+essential+for+maximizing+student+potential+and+fostering+a+love+of+learning.&ots=T_kF8ha1ym&sig=kdZTBsZe3CKP68qI24VmvLB_95Y
Jinmeng, & Haibo. (2024). Effect of digital natives on executive function: The mediating role of problematic Internet use. https://www.sciencedirect.com/science/article/pii/S0190740924002317
Jo., & al. (n.d.). Setting, social class and survival of the quickest. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203465394-22/setting-social-class-survival-quickest-jo-boaler
Jones. (2020). Motivating and engaging students using educational technologies. https://link.springer.com/chapter/10.1007/978-3-030-36119-8_2
José, Arsenio, & Judith. (2021). Digital natives or digital castaways? Processes of constructing and reconstructing young people’s digital identity and their educational implications. https://link.springer.com/chapter/10.1007/978-3-030-85788-2_2
Joseba, Luis, Luis, Carmen, & José-Javier. (2013). Gamifying learning experiences: Practical implications and outcomes. https://www.sciencedirect.com/science/article/pii/S0360131513000031
Juha, Hanna, & Mark. (2020). Post-Covid-19 education and education technology “solutionism”: A seller’s market. https://link.springer.com/article/10.1007/s42438-020-00164-x
Karen, Carol, & Elizabeth. (2018). Engaging students in a community of learning: Renegotiating the learning environment. https://www.sciencedirect.com/science/article/pii/S1471595317300070
Law. (2018). Associations between teacher training and measures of physical literacy among Canadian 8-to 12-year-old students. https://link.springer.com/article/10.1186/s12889-018-5894-7
María, & Francisco. (2021). Students’ Immersive Experience in Initial Teacher Training in a Virtual World to Promote Sustainable Education: Interactivity, Presence, and Flow. https://www.mdpi.com/2071-1050/13/22/12780
Mathias-Felipe, Charo, & Ramón. (2022). Looking for the secret formula: how branded content shapes digital-native media’s revenue streams. https://www.researchgate.net/profile/Ramon-Salaverria/publication/367167653_Looking_for_the_secret_formula_how_branded_content_shapes_digital-native_media’s_revenue_streams/links/63c51d2f6fe15d6a57234105/Looking-for-the-secret-formula-how-branded-content-shapes-digital-native-medias-revenue-streams.pdf
Metni. (n.d.). Exploring Lebanese Teachers’ Engagement in a Low-Cost, Technology-Enhanced, Problem-Solving, Orientated Learning Intervention with Refugee Children. https://discovery.ucl.ac.uk/id/eprint/10151196/
Minju. (2024). Looking Beyond Disciplinary Silos: Revealing Students’ Interdisciplinary Understanding by Applying the Topic Modeling Technique. https://link.springer.com/article/10.1007/s11165-024-10160-x
Nils, Margareta, & Pär. (2021). The beautiful risk of collaborative and interdisciplinary research. A challenging collaborative and critical approach toward sustainable learning processes in academic . . .. https://www.mdpi.com/2071-1050/13/9/4723
Omer, Erinc, & vation. (2023). The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow. https://link.springer.com/article/10.1007/s10639-023-11585-z
Pei-Yu, Xin, Sheng-Pao, cognitive, & brain. (2024). The impact of immersive virtual reality on art education: A study of flow state, cognitive load, brain state, and motivation. https://link.springer.com/article/10.1007/s10639-023-12041-8
Quebec, & Jingjing. (2018). Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials. https://link.springer.com/article/10.1007/s10857-017-9366-2
Rayne. (2022). Pre-service teachers’ perceptions of adopting digital games in education: A mixed methods investigation. https://www.sciencedirect.com/science/article/pii/S0742051X22002517
Robert, & Kazuo. (2018). An induced successful performance enhances student self-efficacy and boosts academic achievement. https://journals.sagepub.com/doi/abs/10.1177/2332858418806198
Robert, & Marion. (n.d.). Thinking through the curriculum. https://api.taylorfrancis.com/content/books/mono/download?identifierName=doi&identifierValue=10.4324/9780203012161&type=googlepdf
Roza, Elena, Svetlana, & Alexander. (2022). Transformation of teacher training in a rapidly evolving digital environment. https://link.springer.com/article/10.1007/s10639-021-10749-z
rt. (n.d.). Mindfulness in students’ motivation and learning in school. https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315773384-22&type=chapterpdf
Saja, & Mohammed. (2023). The need of integrating digital education in higher education: Challenges and opportunities. https://www.mdpi.com/2071-1050/15/6/4782
Sameer, & hearts. (2021). Engaging the hands, heads, and hearts in a medical simulation informal learning environment. https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21677
Senjov-Makohon. (n.d.). Digital immigrant teachers learning for the information age. https://vuir.vu.edu.au/2063/1/senjov_makohon.pdf
Shelley. (2018). Improving the validity of objective assessment in higher education: Steps for building a best‐in‐class competency‐based assessment program. https://onlinelibrary.wiley.com/doi/abs/10.1002/cbe2.1058
Sherlock, Helen, Ben, & Jade. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. https://link.springer.com/article/10.1186/s41039-018-0078-8
Sibel, & Ying-Shao. (2019). Investigating coherence about nature of science in science curriculum documents: Taiwan as a case study. https://link.springer.com/article/10.1007/s11191-019-00053-1
Simon, & Mike. (2015). Motivating and engaging students through technology. https://www.researchgate.net/profile/Neil-Gordon-5/publication/282155531_Motivating_and_Engaging_Students_Through_Technology/links/57344b0508ae298602dd1cd2/Motivating-and-Engaging-Students-Through-Technology.pdf
Siti, Hazrati, & Tuan. (2020). Teaching presence in online gamified education for sustainability learning. https://www.mdpi.com/2071-1050/12/9/3801
Stieff. (2017). Drawing for promoting learning and engagement with dynamic visualizations. https://link.springer.com/chapter/10.1007/978-3-319-56204-9_14
Suzanne, Sam, & resilience. (n.d.). The power of mindsets: Nurturing engagement, motivation, and resilience in students. https://link.springer.com/chapter/10.1007/978-1-4614-2018-7_26
Tiffany, Mary, Christopher, Yuri, & Lili. (2019). Prompting deep learning with interactive technologies: Theoretical perspectives in designing interactive learning resources and environments. https://link.springer.com/chapter/10.1007/978-981-13-8265-9_2
Valentina, & Arjen. (2020). Capturing transgressive learning in communities spiraling towards sustainability. https://www.mdpi.com/2071-1050/12/12/4873
Van, & Bieke. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. https://www.sciencedirect.com/science/article/pii/S0360131518302227
Yvonne., & contemporary. (n.d.). HCI theory: classical, modern, and contemporary. Morgan Claypool Publishers. https://books.google.com/books?
Опубликован
Как цитировать
Выпуск
Раздел
Лицензия
Copyright (c) 2024 Nur Rafi Abdurohman, Salman Rafid Rusli
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
