2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria
| Format: | General Document |
|---|
| _version_ | 1860797988129996800 |
|---|---|
| building | INTELEK Repository |
| collection | Online Access |
| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 |
| copyright | Copyright©PWB2025 |
| country | Malaysia |
| date | 2018-08-15 16:17 |
| format | General Document |
| id | 15293 |
| institution | UniSZA |
| originalfilename | DEVELOPMENT OF AN EDUCATIONAL GAMIFICATION MODEL FOR SUPPORTING ENVIRONMENTAL EDUCATION IN THE NORTHWEST, NIGERIA |
| person | PDFsam Basic v4.2.10 Auwalu Rabiu Ali |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15293 |
| spelling | 15293 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=15293 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection3 General Document Malaysia Library Staff (Top Management) Library Staff (Management) Library Staff (Support) Terengganu English UniSZA East Coast Environmental Research Institute application/pdf 1.5 PDFsam Basic v4.2.10 Nigeria Universiti Sultan Zainal Abidin UniSZA Private Access Universiti Sultan Zainal Abidin SAMBox 2.3.4; modified using iTextSharp™ 5.5.10 ©2000-2016 iText Group NV (AGPL-version) 2018-08-15 16:17 DEVELOPMENT OF AN EDUCATIONAL GAMIFICATION MODEL FOR SUPPORTING ENVIRONMENTAL EDUCATION IN THE NORTHWEST, NIGERIA 316 2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria Copyright©PWB2025 Auwalu Rabiu Ali Educational Gamification Model Supporting Environmental Education Northwest Environmental education—Nigeria Educational games—Nigeria Gamification in education Technology in education—Nigeria Game-based learning Education—Nigeria—Northwest Environmental awareness—Nigeria Instructional design—Nigeria Sustainable development—Study and teaching—Nigeria Digital learning—Nigeria Conventional learning theories do not provide sufficient educational information especially dealing with Environmental Education in the Northwest region of Nigeria. The impacts of this insufficient environmental knowledge have made environmental challenges and environmental imbalance in this region. This research was conducted to develop an Educational Gamification Model via inductive reasoning technique, starting with the observation of theoretical framework of learning theories and eventually to a generic Educational Gamification Model (EGM), which was tested, using eeGamification approach. The EGM was designed and developed to enhance the level of Environmental Awareness, Knowledge and Attitude (EAKA) among undergraduate students as a key for future involvement in communal action, decisionmaking and problem solving of environmental issues. This study applied method of survey involving quasi-experimental design approach in order to use eeGamification, which was developed using kahoot software. It had been implemented among undergraduate students in cohort of July-December, 2016. A set of questionnaires as an instrument related to Environmental Awareness, Knowledge and Attitude Scale (EAKAS) had been adapted with some modifications to suit the study area. It was administered to 396 respondents who were selected using purposive sampling from the six selected universities. The obtained data was analyzed using “Statistical Package for Social Sciences” (SPSS) version 20. This analysis method used descriptive statistic and inferential statistic (t-tests, one-way ANOVA and Multiple Linear Regression-MLR). The result showed that students valued the eeGamification experienced by demonstrating positive attitude towards it (M = 2.12 - 70%). Independent result of t-test sample showed that there were significant differences in the Environmental Awareness (p = 0.000), Knowledge (p = 0.000) and Attitude (p = 0.000) between students that are taught through conventional teaching approach and those taught through gamification approach. Further investigation revealed that differences exist in the Environmental Awareness (p = 0.000), Knowledge (p = 0.000) and Attitude (p = 0.000) within treatment group at baseline and post-intervention period. The level of Environmental Awareness, Knowledge, and Attitude (EAKA) of students varied significantly by their differences in gender; age (p = 0.000), respectively and location (p = 0.000-awareness), 0.014-Knowledge, and 0.030- Attitude). However, factor of Parental Educational Level (PEL) (p = 0.413- Knowledge, and 0.392-Attitude) and parental occupation (p = 0.073-Awareness, 0.325-Knowledge and 0.777-Attitude) did not present significant differences except PEL, which shows significant difference in the level of awareness (p = 0.006). Results of the MLR analysis revealed that age and parental educational level have contributed significantly to the prediction of environmental awareness level (p = 0.000). Further investigation revealed that age was the most important contributor to the environmental awareness level. Due to differences exists in the level of Environmental Awareness, Knowledge and Attitude; adjustment should be made in the eeGamification to fill the gap because environmental preservation is everyone’s responsibility. It is concluded that the Educational Gamification Model is essential for supporting Environmental Education. Therefore, the eeGamification technology could be integrated into environmental learning processes that would enhance learning outcomes in the Northwest region of Nigeria. Dissertations, Academic Thesis |
| spellingShingle | 2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria |
| state | Terengganu |
| subject | Environmental education—Nigeria Educational games—Nigeria Gamification in education Technology in education—Nigeria Game-based learning Education—Nigeria—Northwest Environmental awareness—Nigeria Instructional design—Nigeria Sustainable development—Study and teaching—Nigeria Digital learning—Nigeria Dissertations, Academic |
| summary | Conventional learning theories do not provide sufficient educational information especially dealing with Environmental Education in the Northwest region of Nigeria. The impacts of this insufficient environmental knowledge have made environmental challenges and environmental imbalance in this region. This research was conducted to develop an Educational Gamification Model via inductive reasoning technique, starting with the observation of theoretical framework of learning theories and eventually to a generic Educational Gamification Model (EGM), which was tested, using eeGamification approach. The EGM was designed and developed to enhance the level of Environmental Awareness, Knowledge and Attitude (EAKA) among undergraduate students as a key for future involvement in communal action, decisionmaking and problem solving of environmental issues. This study applied method of survey involving quasi-experimental design approach in order to use eeGamification, which was developed using kahoot software. It had been implemented among undergraduate students in cohort of July-December, 2016. A set of questionnaires as an instrument related to Environmental Awareness, Knowledge and Attitude Scale (EAKAS) had been adapted with some modifications to suit the study area. It was administered to 396 respondents who were selected using purposive sampling from the six selected universities. The obtained data was analyzed using “Statistical Package for Social Sciences” (SPSS) version 20. This analysis method used descriptive statistic and inferential statistic (t-tests, one-way ANOVA and Multiple Linear Regression-MLR). The result showed that students valued the eeGamification experienced by demonstrating positive attitude towards it (M = 2.12 - 70%). Independent result of t-test sample showed that there were significant differences in the Environmental Awareness (p = 0.000), Knowledge (p = 0.000) and Attitude (p = 0.000) between students that are taught through conventional teaching approach and those taught through gamification approach. Further investigation revealed that differences exist in the Environmental Awareness (p = 0.000), Knowledge (p = 0.000) and Attitude (p = 0.000) within treatment group at baseline and post-intervention period. The level of Environmental Awareness, Knowledge, and Attitude (EAKA) of students varied significantly by their differences in gender; age (p = 0.000), respectively and location (p = 0.000-awareness), 0.014-Knowledge, and 0.030- Attitude). However, factor of Parental Educational Level (PEL) (p = 0.413- Knowledge, and 0.392-Attitude) and parental occupation (p = 0.073-Awareness, 0.325-Knowledge and 0.777-Attitude) did not present significant differences except PEL, which shows significant difference in the level of awareness (p = 0.006). Results of the MLR analysis revealed that age and parental educational level have contributed significantly to the prediction of environmental awareness level (p = 0.000). Further investigation revealed that age was the most important contributor to the environmental awareness level. Due to differences exists in the level of Environmental Awareness, Knowledge and Attitude; adjustment should be made in the eeGamification to fill the gap because environmental preservation is everyone’s responsibility. It is concluded that the Educational Gamification Model is essential for supporting Environmental Education. Therefore, the eeGamification technology could be integrated into environmental learning processes that would enhance learning outcomes in the Northwest region of Nigeria. |
| title | 2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria |
| title_full | 2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria |
| title_fullStr | 2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria |
| title_full_unstemmed | 2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria |
| title_short | 2018_Development of An Educational Gamification Model For Supporting Environmental Education In The Northwest, Nigeria |
| title_sort | 2018_development of an educational gamification model for supporting environmental education in the northwest, nigeria |