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All Journal International Journal of Engineering, Science and Information Technology IJORER : International Journal of Recent Educational Research
Mohd Hafiz Zakaria
Universiti Teknikal Malaysia Melaka
Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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The Role of Multiplayer Online Educational Games in Enhancing Critical Thinking Nuraziera Mohd Hatta; Ibrahim Ahmad; Mohd Hafiz Zakaria; Heru Astikasari Setya Murti; Ulka Chandini Pendit
IJORER : International Journal of Recent Educational Research Vol. 5 No. 6 (2024): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i6.713

Abstract

Objective: This research aims to determine the role of multiplayer online educational games in enhancing students' critical thinking skills. Method: This study utilizes a systematic review method guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. A comprehensive search was conducted using Scopus, PubMed, and Web of Science (WoS) databases, identifying studies that focused on multiplayer online educational games and their impact on critical thinking skills. Out of 910 studies identified, 20 met the inclusion criteria after a rigorous screening. Results: The results indicate a positive association between multiplayer educational games and enhancing critical thinking skills across various educational settings. Key aspects extracted include game design, educational context, participant demographics, and methodologies for assessing critical thinking outcomes. However, variability in game designs and measurement tools highlights a need for standardized assessment approaches in future research. Novelty: This review underscores the evolving potential of multiplayer online educational games as innovative tools for developing critical thinking skills. With the increasing integration of digital technologies in education, this study sheds light on how game-based learning can address 21st-century educational needs by fostering essential cognitive skills.
Advancing the Measurement of MOOCs Software Quality: Validation of Assessment Tools Using the I-CVI Expert Framework Mugi Praseptiawan; Ahmad Naim Che Pee; Mohd Hafiz Zakaria; Agustinus Noertjahyana
International Journal of Engineering, Science and Information Technology Vol 5, No 3 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i3.911

Abstract

The growing use of MOOCs in the post-pandemic era, particularly in developing countries, requires the availability of valid assessment tools to ensure software quality that meets users' needs. However, several tools are still being used without a proper content validation process, which risks producing biased and unrepresentative data. This study aims to evaluate the validity of the content of an assessment instrument designed to measure the dimension of software quality on the Massive Open Online Courses (MOOC) platform, particularly in the context of the increased adoption of online learning post-pandemic in developing countries. The instrument comprises 27 statement items representing ten quality software factors: functionality, usability, reliability, performance, security, maintainability, portability, compatibility, support, and integration. The validation was carried out by involving seven experts in information systems and digital learning. The method used is an item-level content validity index (I-CVI) based on a descriptive quantitative approach, with each item being assessed using a 5-point Likert scale. An item is declared valid if it obtains an I-CVI score of ? 0.79. The analysis showed that 21 items were valid; three needed to be revised at the I-CVI value between 0.70–0.78, and 3 invalid items at the I-CVI value 0.70. The functionality, usability, support, and integration quality factors had the highest levels of validity, while the safety and support dimensions showed a higher degree of divergence in the expert assessment. These findings highlight the need for content validation to ensure MOOC indicators are accurate and relevant. The study showed the need for advanced validation tests involving real users and other validation methods, such as Aiken V or the fuzzy analysis hierarchy process (FAHP) to enhance the reliability and practical relevance of the tools developed.
Co-Authors Agustinus Noertjahyana Ahmad Naim Che Pee Heru Astikasari Setya Murti Ibrahim Ahmad Mugi Praseptiawan Nuraziera Mohd Hatta Ulka Chandini Pendit