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This Author published in this journals
All Journal International Journal of Informatics and Communication Technology (IJ-ICT) International Journal of Public Health Science (IJPHS) International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Journal of Humanities and Social Studies PROJECT (Professional Journal of English Education)
Pek, Lim Seong
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Mapping the intellectual structure of mobile gaming in education: insights from bibliometric methods Pek, Lim Seong; Mee, Rita Wong Mee; Yob, Fatin Syamilah Che; Wider, Walton; Toquero, Cathy Mae; Talidong, Karen Joy Brillo
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32988

Abstract

Mobile gaming in education encompasses using games on mobile devices to achieve educational goals, offering an interactive platform that can make learning more engaging and accessible. This study addresses the gap in understanding how mobile gaming can enhance educational outcomes by mapping the intellectual landscape of mobile gaming research in education through bibliometric methods. The problem is the growing need to adapt educational tools to students’ digital preferences, balancing engagement with academic rigor. A total of 247 articles were identified from the Web of Science (WoS) database. Through co-citation and co-occurrence analyses, the study identifies influential research themes and emerging trends, such as gamification, serious games, and augmented reality. The findings demonstrate that mobile gaming fosters engagement in promoting motivation and supporting problem-solving skills in educational contexts. However, it also highlights the importance of aligning mobile gaming with curriculum objectives and ensuring instructor readiness, supporting sustainable development goal 4: quality education, which aims to improve inclusive and equitable learning outcomes. It identifies emerging trends, including serious games, technology acceptance models, and the use of augmented reality in educational settings. This study provides a significant impact for educators and researchers seeking to incorporate mobile gaming into educational settings actively. The study suggests a balanced approach to mobile gaming, ensuring its introduction enhances educational goals while minimizing the potential for distraction, fostering innovation in line with sustainable development goal 9: industry, innovation, and infrastructure.
Children’s literacy skills development through non-formal education: a scoping review Pek, Lim Seong; Khusni, Hafizah Kusnek; Yob, Fatin Syamilah Che; Zaid, Najimi Najiha Mohd; Ne'matullah, Khairul Firdaus; Mee, Rita Wong Mee; Azli, Nur Syafiqah Saiful
Journal of Education and Learning (EduLearn) Vol 18, No 4: November 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i4.21766

Abstract

The rapid advancement of technology in recent years has brought about profound changes in every aspect of our lives. Such technological advancement has impacted children in a digital age where technology permeates every facet of their existence, from education to entertainment and communication to socialization. The younger generations today appear deficient in motor, emotional, and social abilities. They appear to exhibit higher levels of aggression, anxiety, dependency, and reduced creativity. Integrating non-formal education into children’s learning aims to maximize enjoyment and engagement by capturing children’s interest and inspiring them to continue learning. Thus, non-formal education encompasses a spectrum of curricular activities in the natural environment outside of the school area. This scoping review aims to identify the focus skills development among primary school learners and how non-formal educational activities could boost learners’ learning ability. Four databases, including Scopus, web of science (WoS), Education Resources Information Center (ERIC), and ScienceDirect, were used in this research, which found 36 articles for eligibility. Only 15 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that non-formal education offers learners the opportunity to explore a multitude of interests beyond the structured confines of the classroom.
Factors contributing to learning losses among primary school children: a scoping review Pek, Lim Seong; Nadarajan, Na-Thinamalar Magiswari; Khusni, Hafizah; Mee, Rita Wong Mee; Ismail, Md Rosli; Adha, Nur Syafiqah Qistina Shahrel; Arma, Amin E Sama Ae Jeh
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21305

Abstract

Learning loss pertains to the decline or regression in knowledge and abilities, as well as setbacks in academic advancement. This phenomenon typically arises from prolonged interruptions or gaps in the pupil’s educational journey. Learning loss can be observed in diverse manifestations due to many factors. One example that can be illustrated is the disruption of formal education due to the COVID-19 pandemic that struck the world in 2019. As a result, this phenomenon has impacted students’ academics, whether at the school level or higher education institutions, especially primary school students, thus causing learning poverty. This scoping review aims to identify the degree of reading literacy among primary school students and to investigate the factors that contribute to the learning losses of primary school students from the reading aspect. Four databases, including Scopus, education resources information center (ERIC), bielefeld academic search engine (BASE) and directory of open access journals (DOAJ), were used in this research, which found 40 articles for eligibility. Only 20 articles are eligible for analysis and reference after the exclusion and inclusion process for data collection. The findings show that learning losses have impacted the education sector, leading to poverty, especially among primary school children.
Co-Authors Abd Ghani, Khatipah Abd Rauf, Muhammad Fairuz Abdul Ghani, Khatipah Adha, Nur Syafiqah Qistina Shahrel Ahmad, Anisa Amran, Mohd Fahmi Mohamad Arma, Amin E Sama Ae Jeh Azli, Nur Syafiqah Saiful Camara, Jun S. Che Yob, Fatin Syamilah Haojun, Zhao Harun, Noor Hanim Ismail, Md Rosli Khusni, Hafizah Khusni, Hafizah Kusnek Leng, Khoo Kim M. Zaini Miftah Mee Mee, Rita Wong Mee, Rita Wong Mee Mingmei, Yang Mohamed, Suzulaikha Nadarajan, Na-Thinamalar Magiswari Ne'Matullah, Khairul Firdaus Rao, Yugeshineey Subba Saidi, Anissa Shahdan, Tengku Shahrom Tengku Talidong, Karen Joy Brillo Tengku Shahdan, Tengku Shahrom Toquero, Cathy Mae Von, Wong Yee Wider, Walton Yob, Fatin Syamilah Che Zachariah@ Omar, Tirzah Zubeidah Zaid, Najimi Najiha Mohd Zhuozhuo, Xin