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BTMD 5102

MULTIMEDIA CONTENT DEVELOPMENT

JOURNAL TITLE :
EDUTAINMENT : LEARNING HALAL AND HARAM OF FOOD

PREPARED FOR :
PUAN SITI ZAHARAH BINTI MOHID

PREPARED BY :
MOHD HANIF BIN MOHAMAD
12BI03073
ABDULLAH UMAR BIN MOKHTAR
12BI03070
MOHAMAD AD BIN SATIMAN
13BI03081

Table of Content
No.
Item
1.
ABSTRACT
2.
INTRODUCTION
3.
TOWARDS
THE
INTRODUCTION

OF

Pages
3
3
5

GAMES IN THE LEARNING PROCESS :


4.
5.
6.
7.
8.
9.
10.
11.

OPEN ISSUES AND BARRIERS


PROBLEMS STATEMENT
GOAL / OBJECTIVES
CHALLENGES
MEET THE CHALLENGES
GAME DESIGN AND DEVELOPMENT
CONCLUSION
ACKNOWLEDGEMENT
REFERENCES

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EDUTAINMENT : LEARNING HALAL AND HARAM OF FOOD

ABSTRACT
Some 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) Edutainment, 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).

INTRODUCTION
With 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
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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
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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 BARRIERS
As 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.
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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 STATEMENT
The 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.
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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 / OBJECTIVES
There 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.
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4. Developing an entertaining and addictive games for kids yet in


controlled environment.

MEETING THE CHALLENGES


Strategic 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 character
To 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 DEVELOPMENT

The 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.

Beginning
Rewards

Score highest point


and gives Ali halal
food

Non Play
-Ali and Ahmad walk at the
Stage 3 (hard)
playground
Stage 1(easy)
StageAli
2 (medium)
-suddenly
feel hungry
Objectives
: Learn
about
the
-Ahmad
help
him
get the
Objectives
:
Learn
about
the
Objectives: Learntoabout
the
halal
and haram
food
Non
Play
food
halal
halal and
and haram
haram food
food
10 with speed
Obstacles : Fight
Obstacles
: Fight
Fight with
with speed
speed
Obstacles:
-Ahmad
complete
and
Haram
food collect the
and
the
Haram
food
and the
Haram
food to
halal
food
for simply
Ali
User
Rules
: Avoid
the Haram
Rules
:
Avoid
the
Haram
Rules
:
Avoid
the
Haram
-Ali now
can eat
food
choose
thethe
stage
food

Punishments

-3
-3chances
chancesand
andifif
failed
failedhas
hasto
torestart
restart
from
fromstart
startpoint.
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
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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.
CONCLUSION
In 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.
ACKNOWLEDGEMENT
Praise 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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REFERENCES
Buckingham D and Scanlon M (2000) That is edutainment: media,
pedagogy and the market place. Paper presented to the International
Forum of Researchers on Young People and the Media, Sydney.
Norizan, Khaliq, Marina, (2010) Discover Mathematics on Mobile
Devices using Gaming Approach, paper presented on International
Conference on Mathematics Education Research 2010 (ICMER 2010).
Wagner, E. D.(2005). Enabling Mobile Learning, 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 learning. Paper presented at the Committee on Developments
in the Science of Learning for the Sciences of Science Learning: An
Interdisciplinary Discussion, Carnegie Mellon University, Department of
Psychology, Washington, DC.
Ricci, K., Salas, E.,&Cannon-Bowers, J. A. (1996). Do computer-based
games facilitate knowledge acquisition and retention? Military
Psychology, 8(4), 295-307.
Cordova, D. I., & Lepper,M. R. (1996). Intrinsic motivation and the
process of learning: Beneficial effects of contextualization,

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personalization, and choice. Journal of Educational Psychology, 88,


715-730.
Javier, Angel, Euginio, Pablo, Balta (2010). Introducing Educational
Games in the Learning Process.
Whitehall, B., & McDonald, B. (1993). Improving learning persistence of
military personnel by enhancing motivation in a technical training
program. Simulation & Gaming.

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