Active learning

Evaluating the impact of gamification on cognitive skills development in higher education: A case study electronics and sensors learners

admin_irjstem Abstract Active learning, Cognitive skills development, Electronics and Sensors, Gamification, Higher education

Khalid Ghoulam1, Belaid Bouikhalene2
Corresponding email: [email protected]

A B S T R A C T

This research paper investigates the effectiveness of gamification as a pedagogical strategy for enhancing cognitive skills development among students in higher education, with a particular focus on learners specializing in Electronics and Sensors. In recent years, gamification has become a promising strategy to engage students and promote active learning experiences. However, its impact on cognitive skill development, especially in specialized academic domains, remains relatively underexplored. Through a case study methodology, this research assesses the influence of gamified learning interventions on students’ cognitive abilities, encompassing skills like problem-solving, critical thinking, and decision-making. Data was collected through pre- and post-intervention assessments, student surveys, and qualitative feedback sessions. Results indicate significant improvements in cognitive skills among participants exposed to gamified learning experiences compared to those in traditional instructional settings. The findings suggest that gamification holds promise as a viable educational tool for fostering cognitive skill development in higher education contexts, particularly within specialized fields such as Electronics and Sensors. This study adds to the expanding body of research on gamification in education and provides valuable insights into its potential to enhance learning outcomes in technical disciplines. Future research directions and implications for practice are discussed to further leverage the benefits of gamification approaches in higher education settings.

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The use of active learning technique Think-Pair-Share in urban land use class: Fifth year surveying engineering

admin_irjstem Abstract Active learning, TPS, Urban land use planning

Mamo Morka Jano
[email protected]

A B S T R A C T

Active Learning techniques, designed to make the students active and collaborative participants in the learning process, are gaining popularity as a supplement and alternative to traditional lectures. The purpose of this paper is to assess and evaluate the use of TPS as an active learning technique in the urban land use planning class of the surveying engineering department. Quantitative research was deployed. The class has a 50-sample size. The results of students’ average result of the pretest (without TPS) and posttest using the Think Pair Share (TPS) method has increased from 8.975(44.98%) to 11.43(58.23%) out of 20(100%). The normalized gain for each student is 0.24(i.e. low and better than the pretest), but the value denotes a positive gain in the performance of the student’s result. The witnessed level of satisfaction of students with this teaching intervention showed that the students have positively perceived that the use of the lecture method is not enough to learn urban land use planning courses effectively. On the other hand, the result of Cronbach’s alpha coefficient data analysis of the witnessed level of satisfaction of students with TPS teaching intervention for the ten items is 0.797, suggesting that the items have relatively high internal consistency. So the majority of the respondents’ students perceived the use of TPS as active learning is more essential than the traditional lecture.

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