Published date: Aug 15 2023

Journal Title: KnE Social Sciences

Issue title: International Conference on Art, Design, Education and Cultural Studies (ICADECS)

Pages: 174–181

DOI: 10.18502/kss.v8i15.13928

Ima Kusumawati Hidayatima.hidayat.fs@um.ac.idUniversitas Negeri Malang, Malang, Indonesia

Fariza Wahyu ArizalUniversitas Negeri Malang, Malang, Indonesia

Arif SutrisnoUniversitas Negeri Malang, Malang, Indonesia

Teacher and student engagement are critical factors that have a significant impact on the learning process. The use of educational games has been shown to make learning more interactive and fun, while also promoting a sense of motivation and engagement among students. This paper aims to investigate the factors that influence student and teacher involvement in game-based learning and how to minimize the potential problem during the classroom intervention. In this preliminary study, we employ a literature review method to find the correlation between teacher and student perspectives in games, and how game-based learning potentially can improve this engagement. Research has found that teacher and student engagement are crucial factors in the learning process and that teachers play a vital role in promoting student engagement. Students who view games as relevant to their learning goals tend to be more engaged and motivated to learn. When teachers view games as a valuable tool for teaching and learning, they are more likely to incorporate them into their instruction and create opportunities for students to use them. This, in turn, leads to increased student engagement, motivation, and learning. Additionally, the use of games in the classroom has the potential to enhance the learning experience for both teachers and students. A key purpose for this review is to provide a framework that teachers might use to construct effective classroom engagement pedagogies.

Keywords: teacher and student engagement, educational game, game-based learning

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