BTMD 5102MULTIMEDIA CONTENT DEVELOPMENT
JOURNAL TITLE :EDUTAINMENT : LEARNING HALAL AND HARAM OF
FOOD
PREPARED FOR :PUAN SITI ZAHARAH BINTI MOHID
PREPARED BY :MOHD HANIF BIN MOHAMAD12BI03073ABDULLAH UMAR BIN
MOKHTAR12BI03070MOHAMAD AD BIN SATIMAN13BI03081
Table of ContentNo.ItemPages
1.ABSTRACT3
2.INTRODUCTION3
3.TOWARDS THE INTRODUCTION OF GAMES IN THE LEARNING PROCESS :
OPEN ISSUES AND BARRIERS5
4.PROBLEMS STATEMENT6
5.GOAL / OBJECTIVES7
6.CHALLENGES7
7.MEET THE CHALLENGES8
8.GAME DESIGN AND DEVELOPMENT9
9.CONCLUSION11
10.ACKNOWLEDGEMENT 11
11.REFERENCES12
EDUTAINMENT : LEARNING HALAL AND HARAM OF FOOD
ABSTRACTSome people may say that education and entertainment
will not meet at any crossroad. It is due to the different nature
of them. But nowadays, things change dramatically. People start
talking and researching about edutainment. The main element of
edutainment is education and entertainment. Buckingham and Scanlon
(2000) Edu-tainment, is a hybrid genre that relies heavily on
visual material, on narrative or game-like formats, and on more
informal, less didactic styles of address. The purpose of
edutainment is to attract and hold the attention of the learners by
engaging their emotions through a computer monitor full of vividly
coloured animations. The next question to be asked is how to
deliver this new method of teaching to the children? The medium of
delivery need to be practical, user friendly, and easy found. Yes,
we are directly talking about mobile device. Mobile device has
become a common gadget among the society. Playing games on mobile
device trending nowadays as the device provide the properties such
as social interactivity, portability, and connectivity. Adding
another role which is learning via the devices is an industrious
approach as it can enhance the culture of learning amongst children
(Norizan, Khaliq, Marina, 2010).
INTRODUCTIONWith the rapid growth of the mobile devices such as
mobile phones, PDA and portable game devices, the demand for better
and useful applications of mobile device has increase (Norizan,
Khaliq, Marina, 2010). The advances of wireless technology create a
new learning model that is the mobile learning. Mobile learning has
been proven effective as an educational application in recent
empirical studies. Current mobile technologies (especially
wireless) - frequently referred to as third generation (3G) -
provide an unprecedented opportunity for inexpensive and beneficial
computing power for learners (Hill & Roldan, 2005; Wagner,
2005). Compared to traditional desktop learning, mobile learning
focuses on the mobility of the learning practice and promotes the
interaction between the learner and learning content. However,
mobile learning is not intended to replace the classroom learning
but as an enhancement or an augmentation to the value of mobile
devices and telecommunication network (Norizan, Khaliq, Marina,
2010). From a popular perspective, computer games seem to evoke
mixed reactions. On one hand, many are troubled by the violent
themes that constitute certain games, and some are concerned with
the intensity of involvement and amount of time that youth devote
to playing computer games. However, on the other hand, it seems
that some games, such as the popular SimCity series, can be quite
instructive and enlightening. These instructional games can be as
engaging as action games, but we tend to regard the zeal that these
games engender as less alarming. Regardless of whether you view
computer games as a blessing or a curse, in the roughly 25 years in
which computer games have existed, they have solidified a place in
the market and in popular culture (Rosemary Garris, Robert Ahlers,
James E. Driskell, 2002)In addition to their commercial popularity,
computer games have captured the attention of training
professionals and educators. There are several reasons for this
professional interest. First, there has been a major shift in the
field of learning from a traditional, didactic model of instruction
to a learner-centered model that emphasizes a more active learner
role. This represents a shift away from the learning by listening
model of instruction to one in which students learn by doing.
Moreover, Simon (1996) has noted that how we view learning has
changed from being able to recall information to being able to find
and use information. New interactive technologies provide
opportunities to create learning environments that actively involve
students in problem solving. A second reason underlying current
professional interest in computer games is that some empirical
evidence exists that games can be effective tools for enhancing
learning and understanding of complex subject matter (Cordova &
Lepper, 1996; Ricci, Salas, & Cannon-Bowers, 1996).In brief,
the potential of instructional games as platforms for training is
appealing. As Simons (1993) claimed, If video games can be
transformed so that their users learn, a great many people may come
to understand and control dynamic systems Unfortunately, there is
little consensus on game features that support learning, the
process by which games engage learners, or the types of learning
outcomes that can be achieved through game play.The purpose of this
journal is to present an example of Islamic game that we believe,
can engage kids to learn one of the most basic principle in Islam
which is The Halal and Haram of Food. As stated above, this is
merely act as enhancement for them to learn and know Islam. It will
not replace the formal and informal educational learning.
TOWARDS THE INTRODUCTION OF GAMES IN THE LEARNING PROCESS: OPEN
ISSUES AND BARRIERSAs stated in the introduction, edutainment seem
to have potential as learning tools, but their use in real
scenarios is limited by multiple factors that span all over the
product life, affecting the design, implementation and deployment
phases. In this section we discuss, according to our opinion, some
of the relevant issues that affect educational games. A. Issues at
the Design Stage: Balancing Educational Value and Entertainment.One
of the main challenges of developing an educational game is the
achievement of an adequate balance between entertainment and
educational value. Both are very important in the success of any
educational games. If the students do not have fun playing they
will finally quit the game and all the investment would be useless.
However, if all the efforts are focused on the fun-factor and the
educational value is left aside, the game would have little impact
on the learning outcomes of the students. Therefore the development
of educational games adds, to the difficult task of designing game
elements that are fun and engaging, and the challenge of achieving
educational value (Javier, Angel, Euginio, Pablo, Balta 2010).B.
Issues at the Production Stage: the Costs.Any kind of games either
PCs based or apps based, it have high cost for development. This is
due to the nature of this industry which involves broad expertise,
a lot of software and hardware. Those are a barrier for the
introduction of video games in the educational process, as it is
almost unfeasible for most educational organizations to develop
their own educational games if no external funding is available
(Javier, Angel, Euginio, Pablo, Balta 2010).
PROBLEMS STATEMENTThe idea of edutainment is brings forward
after analyzing few problem statements, which are: A. The Muslim
children were found hard to understand Islamic value and concept in
their early life because the methods of delivery are not bridging
them with the knowledge.In most educational institution across this
country, they still use the conventional approach in teaching
children. The main instrument is book, text, and examinations. Some
may use the approach of pictures and others. The important question
that need to be answered is does this method appeal kids? Why does
the element of appeal to kids matter and need to be discussed? One
simple argument is that the fact is we are teaching kids, not
adult. Both of them are very different mentally and biologically.
Thus, their readiness to accept knowledge and process them depends
heavily on how the knowledge is delivered. We believe, by altering
this method and introduce games as learning approach to engage and
attract kids to the Islamic knowledge is important. Maybe, the
content of selected knowledge in game is very simple compared to
the abundant amount in book, but the elements of attraction is very
important and keep them want to learn more in class.B. In the real
or virtual world, there are only few Islamic games that really
attract children sight and act as stimulus for them to further
their understanding towards Islamic knowledge.This is the truth
that we realize happens in our world. The amount of Islamic games
is very small in the market. This is because the numbers of
developer for Islamic games is also small. There are few premature
assumptions that could be made such as the budget and cost issue,
producing games is not in the Muslim culture, the bad perception
about games itself, and others. But regardless those assumptions,
the fact are games can build the learning culture in our society
and engage people with knowledge. This journal is one of the effort
to enhance the growth of games as educational method in our life.
C. Most of the Islamic games found were on the net thus need
connectivity all the time. The numbers of offline or apps based
Islamic games are very small.The idea of this problem is simple. We
want to make it easier for kids to use this game. Internet should
not become the limiting factor. Some of us may have internet
connectivity 24/7 daily. But some may not. So, the idea to build an
offline or apps based Islamic games occur. Kids can easily install
it and play where ever and whenever they want.
GOAL / OBJECTIVESThere are few objectives been set for the
project aiming to neutralize the problems discussed above, which
are:1. Developing games that attract and enhance user (kids) to
learn Islamic knowledge and value.2. Adding the element of
interactive narrative to the Islamic games.3. Building apps based
games for Islamic knowledge that appeal kids.
CHALLENGES To develop this game, there are few challenges that
need to be access, either before, during, or after the production
of the game. The challenges are as below :1. Inserting the elements
of interactivity in Islamic games without losing the key principle
and the informational architecture of Islamic knowledge.2. Building
games that attracting kids to play it and in the same time act as
bridge to Islamic knowledge.3. Choosing suitable game main content
from Islamic knowledge and develop it as game that appeal kids
attraction.4. Developing an entertaining and addictive games for
kids yet in controlled environment.
MEETING THE CHALLENGESStrategic and problem solving approach
need to be taken in order to neutralize the challenges thus
bringing the idea to reality. The approaches are as below : 1.
Reviewing the specific Islamic content.This is the main part of our
game. As the content act as spine and core thus help dictating the
general process of development. As we review, we have decided to
focus solemnly on the understanding of halal and haram of food.
This is because, even in early stages of child development, they
need to be taught about those matters. Kids will eat everyday for
their growth. They need to know which can and cannot be eaten
amongst food. This approach will help to solve the first and fourth
challenges.2. Create story and characterTo add the element of
interactive, we have added narrative element into our game. The
idea is to entertain kids while playing and make them feel like
they are one of those characters. the name chosen for the character
is Ali and Ahmad.3. Developing flowchart The element of
entertainment was added into this game via the flowchart created.
The flowchart will act as general map for developer to know the
overall layout and the how to play process from beginning until the
end. Via the stages created, user will face different difficulties
thus lead to entertainment while playing.GAMES DESIGN AND
DEVELOPMENTThe idea of this journal is to create an example of
flowchart for the game. It does not intend to practically develop
the game. Here, we will present the idea of our flowchart for the
games. Non Play-Ahmad complete collect the halal food for Ali-Ali
now can eat the food
BeginningNon Play-Ali and Ahmad walk at the playground-suddenly
Ali feel hungry-Ahmad help him to get the food
Non Play-Ahmad complete collect the halal food for Ali-Ali now
can eat the food
Stage 3 (hard)Objectives : Learn about the halal and haram
foodObstacles : Fight with speed and Haram foodRules : Avoid the
Haram food
Stage 2 (medium)Objectives : Learn about the halal and haram
foodObstacles : Fight with speed and the Haram foodRules : Avoid
the Haram food
Stage 1(easy)Objectives: Learn about the halal and haram
foodObstacles: Fight with speed and the Haram foodRules : Avoid the
Haram food
User simply to choose the stage PunishmentsRewards-3 chances and
if failed has to restart from start point.
Score highest point and gives Ali halal food
-3 chances and if failed has to restart from start point.
Score highest point and gives Ali halal food
Score highest point and gives Ali halal food-3 chances and if
failed has to restart from start point.
As we can see, the game is divided into 3 stages which is stage
1 (easy), stage 2 (medium), and stage 3 (hard). The differences
between them are the element of speed and number of haram food
fall. Gradually, it will become faster and increase in number. The
idea of reward and punishment is added to increase player
motivation to play thus understand the knowledge in this game.
Whitehall and McDonald (1993) and Ricci et al. (1996) found that
instruction incorporating game features led to improved learning.
Ricci et al (1996) proposed that instruction that incorporated game
features enhanced student motivation, which led to greater
attention to training content and greater retention.CONCLUSIONIn
this paper, we have presented the importance, idea, challenges, and
example of Islamic game flowchart. We strongly believe that game of
this kind can and must be executed into reality. In order to
nurturing our younger generation and help building greater future,
all possibilities must be optimizes and gaming is one of them. May
this journal add benefit to others.ACKNOWLEDGEMENTPraise to Allah
S.W.T for the strength given to us to deliver this journal.
Secondly, we would like the give our sincere thankfulness to Madam
Siti Zaharah Binti Mohid, our lecture for this subject. She is a
lecture, guidance, and a mentor for us. Without her wisdom advice
and ideas, it is impossible for us to finish this journal. She
improved our skills in writing and searching relevant input via the
introduction of the APAs format citation and the Google Scholars.
Lastly, for our friends, thank you for being there during high and
low to produce this journal. Thank you very much and may Allah
bless you all.
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on Mobile Devices using Gaming Approach, paper presented on
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EDUCAUSE Review.Timothy R. Hill, Malu Roldan (2005). Toward Third
Generation Threaded Discussions for Mobile Learning: Opportunities
and Challenges for Ubiquitous Collaborative Environments.Rosemary
Garris, Robert Ahlers, James E. Driskell, (2002). Games,
motivation, and learning: A research and practice model.Simon, H.
A. (1996, September 6). Observations on the sciences of science
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Interdisciplinary Discussion, Carnegie Mellon University,
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Angel, Euginio, Pablo, Balta (2010). Introducing Educational Games
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