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All Journal Journal of Educational Technology and Instruction Journal of Education for Sustainable Development Studies
Altawalbeh, Khitam
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Education Environmental Science Social Sciences Other

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Game-Based Learning: The Impact of Kahoot on a Higher Education Online Classroom Altawalbeh, Khitam
Journal of Educational Technology and Instruction Vol. 2 No. 1 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i1.13

Abstract

Digital games are an interactive tool within a multimedia education system and have the potential to make learning more effective and engaging, particularly for young students. The purpose of this investigation is to learn more about game-based learning. In this study, a game-based learning environment (Kahoot) was used to improve motivation, fun, engagement, and utility for learning. The research was carried out in a university course to test the effectiveness of the proposed approach on students’ learning. A total of 72 students were purposively selected. A descriptive approach was used, and a survey was distributed to the learner. The study tool consisted of 26 items in four domains; fun, engagement, motivation, and utility for learning. The findings of the investigation revealed that fun, engagement, motivation, and utility for learning were supported by game-based learning. However, no significant differences were found based on gender, the field of study, and the academic year. Relied on the results a set of recommendations was proposed.
Science Curriculum Analysis in Terms of Sustainable Development Goals in Jordan Altawalbeh, Khitam; Tawalbeh, Hadi
Journal of Education for Sustainable Development Studies Vol. 2 No. 1 (2025): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v2i1.25

Abstract

This study investigates the integration of Sustainable Development Goals (SDGs) within the science curriculum for grades one through eight, examining the extent to which social, ecological, and economic dimensions of sustainability are represented. Employing a descriptive qualitative approach, the research utilizes content analysis as its primary methodology. A specifically designed content analysis card served as the instrument to systematically analyze the science curricula for each grade level. The analysis revealed a significant gap in SDG inclusion, with 43 out of the 96 recognized SDGs entirely absent from the curriculum. Furthermore, the study’s findings highlight a strong emphasis on the environmental dimension of sustainable development. This dimension dominated the curriculum content related to SDGs, registering a frequency of 765 instances and accounting for 39.11% of all SDG-related content. While environmental sustainability was clearly prioritized, social and economic aspects of the SDGs received considerably less attention. In terms of grade-level distribution, the sixth-grade science curriculum demonstrated the highest degree of SDG integration, featuring 642 instances of SDG inclusion, representing 32.82% of the total. Conversely, the eighth-grade science curriculum exhibited the lowest level of SDG incorporation, with only 70 instances (3.58%). This disparity across grade levels suggests inconsistencies in the curriculum’s approach to sustainable development education. Based on these findings, the study proposes a series of recommendations aimed at enhancing the integration of all three dimensions of sustainable development (social, ecological, and economic) across all grade levels within the science curriculum. These recommendations seek to address the identified gaps and promote a more comprehensive and balanced approach to sustainability education, ensuring that students develop a holistic understanding of the SDGs and their interconnectedness. Further research could explore the pedagogical approaches used to teach these SDGs and assess student understanding of sustainable development concepts.
Co-Authors Tawalbeh, Hadi