Conference LIS 2022 @ Kota Jambi, Indonesia.

E-ISSN: 2985-4393

ITC 005 :
Measuring Augmented Reality Board Game for
Collaborative Learning Based on Technology Acceptance
Model (TAM)

Safiani binti Osman1

1
Department of Design and Visual Communication, Politeknik Muadzam Shah
safiani@pms.edu.my
Asyran Zarizi bin Abdullah2
2
Department of Information and Communication Technology, Politeknik Muadzam Shah
asyran_abdullah@pms.edu.my

ABSTRACT. The shape of education recently has heading toward collaborative learning by
taking an advantage of the technology advancement. The purpose of these study is
to examine the use of board game for collaborative learning based on Technology
Acceptance Model (TAM). This research study the relationship of these variable and
identified the regression among them. To achieve the objective of the study, an
augmented reality (AR) board game namely Art and Design Board Game (ADBG) has
been developed as the instrument used in this study. A questionnaire has been
employed as the main data collection tool and distribute to the student through Google
Form where N=35. According to the result of these study, all the hypothesis is
supported. The result of this study shows that collaborative learning (CL) has
significantly impact the perceive of usefulness (PU), perceive of ease of use (PEOU),
engagement (ENG) and intention to use board game (ITU) through use of board game
in context of Politeknik Muadzam Shah. The proposed framework can help educator
to create a strategy to facilitate the teaching and learning as well as to enhance the
collaborative learning.

KEYWORDS: Board game learning, collaborative learning, TAM Model,

1 INTRODUCTION
The world was shocked by the emergence of the COVID-19 pandemic which has
changed the education landscape and it has brought about a new dynamic in the national
education system, and the Technical and Vocational Education and Training (TVET)
institutions was no exception. TVET institutions have undergone a holistic educational
transformation. Among them, organizing teaching staff to take advantage of and integrate
online education technology and applications to ensure education continues. The use of ICT
in Teaching and Learning (T&L) for the purposes of engagement and collaboration is a
strategic priority for all educational institutions. Collaborative learning is an educational
approach to teaching and learning that involves groups of students working together to solve
a problem, complete a task or create a product. Collaborative learning activities are varied
and extensive, but most of them focus on students' exploration or application of course
material, rather than the instructor's presentation or explanation of it (Sumtsova et al., 2018).
Collaborative learning is a form of significant transition from a traditional instructor-
centered or lecture-centered environment in the lecture room to an active learning
environment centered on students. In collaborative learning, the process of
lecturing/listening and taking notes does not disappear completely, but it is present along
with other processes including discussion with students and active work with learning
materials (Zhang & Cui, 2018). Collaborative learning has been effective and has been
widely adopted across different disciplines, educational levels or age of groups. This
approach provides cognitive benefits such as increasing motivation to learn and improving
social skills that students need in preparation for the work profession. Therefore, in an effort

150
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

to create collaborative learning, the researcher has developed the augmented reality Art and
Design Board Game (ADBG) as a collaborative learning strategy through mobile
applications. This is in line with the research carried out by (Jeong & Hmelo-Silver, 2018)
which stated that the use of computers and digital technologies can support collaborative
learning. Furthermore, it also can be implemented in synchronous or asynchronous learning
mode. As stated by (Ludvigsen & Mørch, 2010) which states that collaborative learning with
appropriate computer support can increase the interaction between students and teachers
and subsequently impact learning outcomes.
Educational games has been acknowledge for their advantage and give an impact on
learning mainly increase learning motivation, increase learning outcome, provide a new
learning environment and shape a new transformation in teaching and learning (Zeng; et al.,
2020). This includes analogue game (such as board game, card, puzzle) and digital (such
as video and simulation). Indeed, there are numerous studies has reported board game as
pedagogical tool has enhance student engagement (Yu; et al., 2021) (Grudpan; et al., 2021).
In addition, game-based learning techniques can also cause students to be more engage in
the learning session and also increase students' inquiry. The use of learning aids that have
interesting and interactive features can not only attract students to be more interested, more
focus but can also encourage them to carry out the process of self-learning voluntarily
without any coercion. Therefore, this study identifies student acceptance of the gamification
approach in teaching and learning and to measure the factors that affect its use through the
Technology Acceptance Model (TAM). The ADBG was developed based on concept from a
popular snake and ladder board game. This application was developed to allow students to
play and at the same time do the revision. This study was carried out at Politeknik Muadzam
Shah which consisted of 35 students who enrolled in the DVG30093 Interaction Design
course. This paper is structured as follows. Part 2 will discuss the literature review and study
highlights, and part 3 will explain the theoretical framework as well as the methodology that
will be applied. Part 4 will discuss the results obtained through this study and part 5 will
conclude this paper.

2 LITERATURE REVIEW

2.1 Board Game base learning

. The application of board games in education is gaining the attention of educators. In
the world's efforts to get out of this pandemic, and adapt to the new direction, education can
be reshaped and thus create a better learning environment. Educational games can engage
students with different learning styles and inspire individual creativity, and can be integrated
with traditional learning methods. There is various definition of game-based learning.
According to (Plass et al., 2015), game based learning where is the game characteristic in
educational context. The term also refers to the use of game principle to support learning
and teaching to achieve an objective. Game-Based Learning is a type of game with defined
learning outcomes designed to balance learning material with play and the player's ability to
retain and apply that material to the real world (Derus & Mohammad, 2021). According to
(Qian & Clark, 2016), he describes game-based learning as "an environment where game
content and games increase knowledge and skill, and where Game activities involve
problem solving spaces and challenges that give the player or student a sense of
accomplishment. Among active learning innovations, educational games have been
recognized to have positive impacts, including effects on academic performance,
commitment, social competence and learning transfer(Manzano-le et al., 2021). This
educational game consists of analog (like board games, cards or puzzles) and digital (like
video or simulation). Board games are analog systems that are carefully constructed to
create a gaming experience. Like digital systems, these analog systems provide interfaces,
software and processing power. The interface consists of boards and pieces, while the
software is the rules provided and processing power determined by the player (Taspinar et
al., 2016). Table 1 below shows a review of studies that report the effectiveness of board
games for collaborative learning from 2019-2022.

151
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

Table 1: Review of Research on the Effectiveness of Board Games for Collaborative

Learning (2020-2022)

Author Description Impact

(Gazdula & Farr, 2020) The researcher adapted and The results of the study found that
used the board game students showed progressive
Monopoly® as a simulator to improvement while the learning
help introduce the principles of activity was ongoing. These findings
probability and risk. suggest the CSLS teaching model
The learning activity was can be an effective approach to
carried out in a high school in promote learning
northern Taiwan with 72
participants.
(Chen & Hou, 2020) This study has developed a The results of the study show that the
computer-supported effectiveness of student learning in
collaborative learning tool for CSCLBG Activities has improved.
board games (CSCLBG), Positive results have also been found
aiming to help teachers apply in student flow and their acceptance
board games in teaching. This of technology. Moreover, students
game board is known as show lower anxiety in activities
“Voyage with Taiwan.
The participants of this study
included 48 undergraduate
students from a college located
in the north of Taiwan, and they
were aged 18-20 years
(Pogge & E, 2021) The educational Iter Vitae Participants strongly agreed that Iter
board game that incorporates Vitae is an effective learning tool that
the principles of situated has the right complexity for CPD
learning has been developed sessions. Participants' perceptions
with the aim of promoting showed that playing Iter Vitae can
clinical reasoning skills and improve clinical knowledge, foster
awareness. critical thinking and influence provider
98 participants out of a total of empathy
115 responded to the survey
(Nordin et al., 2022) The researchers developed a REV-OPOLY has shown that it has
web-based Augmented Reality received positive feedback from the
Board Game called REV- respondents. Further research is
OPOLY. The REV-OPOLY needed to evaluate the learning
theme is about the concept of outcomes and experiences of
an emerging technological students in REV-OPOLY.
revolution where in this board
game, players can buy, rent
and sell technology through
question cards to get a chance
to own the technology. The
respondents consisted of
undergraduate students who
attended the Computer
Applications in Management
course at Universiti Utara
Malaysia

152
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

2.2 Collaborative Learning

Collaborative learning can provide the opportunity to lead to successful learning
practices. Collaborative learning involves active student participation and minimizes
differences between individuals. The idea of collaborative learning starts from a
philosophical perspective on the concept of learning by the educational philosopher John
Dewey in his book "Democracy and Education" stating that education should be free. Among
the important contents in his book is that students should be active (learning through action),
learning should be based on motivation, learning activities should be compatible with the
student's interests and the principles of democracy should be practiced in T&L (Dewey,
1916). While according to researchers (Smith & MacGregor, 1992), they stated that the
collaborative learning method has characteristics such as 1) the student is active and
constructive, 2) the student is involved in problem solving, 3) the student comes from various
backgrounds and 4) learning it is social in nature. Now, the educational process through
collaborative learning has been studied and analyzed in the literature by researcher and has
become one of the methodologies in the education system.
By applying collaborative learning that emphasizes interaction and communication
with individuals in groups, students learn to accept the differences that exist because these
differences are sometimes needed to improve the quality of learning achievements and
make new experiences for each student. Research has proven that collaborative learning
makes the whole learning process more comprehensive, but more challenging and effective.
In addition to that, collaborative learning contributes significantly to the teaching-learning
process, increasing interactivity between teacher and student, improving soft skills, critical
thinking, encourage values such as responsibility, unity and teamwork, using resource or
tool, to attain personal achievement and academic performance (Montellanos-solís et al.,
2021).

2.2.1 Collaborative Learning Characteristic

In an educational environment, collaborative learning highlights the process of

interaction between students, the following are some features that facilitate the teaching-
learning process:

a) Positive interdependence consists of friends, there are clear tasks and objectives
and every
student has the knowledge to achieve goals (Ortiz et al., 2019)
b) Face-to-face interaction is happened when there is interaction between group
members and exchange functions to achieve the best results (Montellanos-solís
et al., 2021)
c) c) Individual responsibilities and individual evaluation. All members are
responsible for carrying out the tasks given (Rojas et al., 2019)
d) d) Social skills are practiced as proper communication, they solve their problems
in a constructive manner (Ortiz et al., 2019)

2.2.2 The Collaborative Learning Approach

There are 6 approaches in collaborative learning that have received extensive attention from
researchers as reported in the study (Leeuwen & Janssen, 2019) :

a) The Cooperative Approach

b) Community of Learning
c) Problem Based Learning
d) Peer Teaching
e) Group of Writers
f) Discussion groups

153
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

2.3 Technology Acceptance Model (TAM)

TAM was first developed from the Theory of Reason Action (TRA) by around concepts
acceptance of information technology by Ajzen & Fishbein (Ajzen & Fishbein, 1980).
Subsequently this theory was developed Fred Davis on 1986. TAM is a model that is used
to predict user acceptance of technology based on two variables, namely perceive
usefulness (PU) and perceive of ease of use (PEOU) (Davis, 1869) as shown in Figure 1.
The goal of TAM is to provide a basis that can show the influence of external variables on
internal beliefs, attitudes and behavioural intentions These two constructs are belief
influence on intention to use board game for collaborative learning.
The PU in TAM refers to work productivity, performance and effectiveness. The PU
used in this study is the level of the teacher's belief that using a certain system can improve
his work performance. On the other hand, PEOU is defined as the degree of user confidence
that the system can be used easily and can be learned by oneself. In this study, PEOU is
defined as the level of user's belief that using the system does not require much effort. The
results of the study by (Chauhan et al., 2021) found that these two construct ( PU and
PEOU), attitude and symmetric flow are important factor in game industry. This shows that
a user will identify or try an application that is provided whether it is easy to use or otherwise
and further influence a user to continue to try or use the system or stop it.

Perceived
Usefulness
External Attitude
variable Behavioral
towards Actual Use
Intention
Perceived Using
Ease of Use

Figure 1: Technology Acceptance Model (TAM) based on (Davis, 1989)

3. RESEARCH METHOD
This research uses a quantitative approach. Through this approach, it helps to
describe trends in the population or to explain the relationship between the study variables
(Creswell, 2011). The survey questionnaire was given to the participants in Session II
2021/2022 of study. A questionnaire with a 5-point Likert scale (1 for strongly disagree to 5
for strongly agree) was used in this study. In order to fulfill the objective of the research to
study variables in board games and evaluate the use of board games for learning, data from
the questionnaire was analyzed quantitatively.
3.1 Respondents

A total of 35 questionnaire has been distribute to second-year students of Politeknik

Muadzam Shah (PMS) who attended the "DVG 30093 Interaction Design" course. Purposive
sampling was used to collect information from groups that have similar characteristics (Ilker
Etikan, 2017). Before the questionnaire was distributed, a pilot test was carried out to test
the reliability of the instrument. The Cronbach Alpha of the instrument is α = 0.821, indicating
that it has valid validity that can be used.
3.2 Data Collection Procedures

This study utilizes a questionnaire with a five-point Likert scale (1 for strongly disagree
to 5 strongly agree). The questionnaire was undergone modification and tuned with
reference to a pilot study and tested beforehand. The questionnaire consists of 21 items was
designed. The PU and PEOU item was adapted from (Al-Rahmi et al., 2015), the intention
to use board game are from (Kim, 2011), student engagement with 3 item was adapt from
(Gallini & Moely, 2003). Finally the collaborative learning item from (So & Brush, 2008).

154
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

3.3 Board Game: Art & Design Board Game (ADBG)

ADBG is a board game inspired by the traditional snake and ladder game but added
with a new element which is augmented reality (AR). The objective of the game is to collect
the highest score by answering the questions correctly in the fastest time. The ADBG
consists of a game board, question cards, 1 dice, 4 pawns and 1 instruction leaflet for
recording the player's score. This game can be played by two or more individuals or in teams.
Figure 2 below show the ADBG board game: This board game contains 30 squares or moves
to complete 1 round of the game. The player who arrives at the "Answer a question" box,
needs to scan the question card that acts as a marker.
A video about the question will be displayed and the player has to answer the question in 1
minute before the sand in the clock runs out. The player has to answer the questions
correctly and the score will be recorded.

Figure 2: ADBG Board Game

3.4 Conceptual Framework and Hypothesis

The main objective of this study was for a discussion to develop a framework for
measuring the use of board games through collaborative learning based on Technology
Acceptance Model (TAM) in the context of Politeknik Muadzam Shah. The variable in this
study are: perceived of ease of use, perceived usefulness, engagement, intention to use and
collaborative learning. Figure 2 below show the proposed conceptual framework for this
study:

155
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

Perceived
Usefulness H1

Perceived H2 H4
Intention to use Collaborative
Ease of Use
board game Learning

H3
Engagement

Figure 3: The research framework

The main research question in this study is to examine the factors that affect the use of
board games through TAM to improve collaborative learning.
This research will test the following hypotheses:
H1: There is a significant relationship between perceive usefulness and intention to use
board game
H2: There is a significant relationship between perceive of ease of use and intention to use
board game
H3: There is a significant relationship between engagement and intention to use board game
H4: There is a significant relationship between intention to use board game and collaborative
learning

4. RESULT AND DISCUSSION

Students were asked to take part in a questionnaire about their experience using the
board game learning approach. This quantitative data has been analysed using Statistical
Package for Social Sciences (SPSS) Statistics version 23. Table 2 show the relationship
between CL, PU, PEOU, EN and ITU. The table show Pearson correlation coefficient at 99
% confidence level. The table indicate that all the variable is significantly correlated to each
other.

Table 2: The correlation matrix between the variable

Variable PU PEOU EN ITU CL

PU 1
PEOU 0.610 1
EN 0.279 0.500 1
ITU 0.503 0.424 0.870 1
CL 0.391 0.443 0.718 0.749 1

Based on the results shown in Table 2, the hypothesis is analyzed as follow:

H1: There is a significant relationship between perceive usefulness and intention to use
board game

Based on Table 2, it’s clearly shown the positive relationship between perceived of
usefulness and perceive of ease of use (r=0.610, p<0.01). The perceived of usefulness and
engagement show a weak relationship at (r=0.279, p<0.01). A positive and significant
correlation also found between perceived of usefulness and intention to use board game
(BI) at (r=0.818, p<0.001) and between perceived of usefulness and collaborative learning
also indicate a positive correlation (r=0.503, p<0.01). The variable between perceive of

156
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

usefulness and collaborative learning show a strong relationship indicate in the correlation
(r=0.391, p<0.001). Overall, the relationships between perceived of usefulness and
intention to use board game is positive.
H2: There is a significant relationship between perceive of ease of use and intention to use
board game

The results shown in Table 2, indicate there is positive relationship between a

perceived of ease of use and perceive of usefulness at (r=0.543, p<0.01) and with
engagement has a moderate positive relationship (r=0.500, p<0.01). Positive and significant
correlation also found between perceive of ease of use and intention to use board game at
(r=0.424, p<0.01). In addition, relationship between perceived of ease of use and
collaborative learning show there is positive relationship where (r=0.443, p<0.01).

H3: There is a significant relationship between engagement and intention to use board game

In this study, the result show there is a positive relationship between engagement
and perceive of usefulness (r=0.500, r<0.001), between perceive of ease of use ( r=0.543,
r<0.01). Engagement and Intention to use show a strong relationship where (r=0.870,
p<0.001). The result also reveal relationship between engagement and collaborative
learning is substantial positive (r=0.718, p<0.001). Overall, the relationship found between
engagement and others construct is positive.

H4: There is a significant relationship between intention to use board game and collaborative
learning

Pearson Correlation result of collaborative learning through board game use positively
and significantly correlates with Intention to use board game (ITU) at (r=0.638, p<0.001).
Correlation also found between collaborative learning and engagement at (r=0.718,
p<0.001). Positive relationship also found between collaborative learning and perceive of
ease of use ( r=0.443, p<0.001) and perceive of usefulness at (r=0.638, p<0.01). Overall,
the relationship found between collaborative learning and the others construct is positive.

A linear regression was run to predict ITU, based on PU, PEOU and ENG. Overall
regression was statically significant (F(3,31) = 69.897,p<0.00) with a R² =0.871. Participant
predicted ITU is equal to 1.058 0.209(PU), 1.171 (PEOU), 0.902 (ENG). It was found that
PU significantly predicted ITU (β=0.209, p<0.00). Therefore, the first hypothesis is positive
and supported. The second hypothesis also positive and supported as the regression
indicate PEOU was significantly predict ITU where (β=1.171, p<0.004). Thus, the second
hypothesis is positive and supported. Lastly, ENG shown a significantly predicted ITU
(β=0.902, p<0.000). Therefore, the third hypothesis is also supported. All 3 variables
statically significantly to the prediction.

Table 3: Output for Regression for H1-H3

Variable B 95% CI β t p
Constant 1.058 [-0.842 2.957] 1.136 2.65
PU 0.209 [0.128 0.290] 0.428 5.25 0.00
PEOU 1.171 [2.82 0.060] 0.283 3.13 0.04
ENG 0.902 [0.749 1.056] 0.892 11.97 0.00

Note: R² Adjusted 0.86 CI – Confident Interval

A linear regression was calculated to predict CL based on ITU. The result of

regression was statistically significant (F(1,33) = 42.147) with a R² =0.749. The regression
shown a significant where (β=0.749, p<0.00). Therefore, fourth hypothesis was supported.

157
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

Table 4: Output for Regression for H4

Variable B 95% CI β t p
Constant 0.965 [-2.904 4.835] 1.136 2.65
ITU 0.891 [0.612 1.170] 0.749 6.491 0.00

Note: R² Adjusted 0.547

This result shown positive and significant effect of TAM Model based on 4 variables
namely perceive of usefulness, perceive of ease of use, engagement, intention to use and
collaborative learning on the use of board game for collaborative learning. One of the
findings in this study show the strong relationship between perceived of usefulness (PU) and
perceive of ease of use (PEOU). In this study, the term PEOU is referred to the degree of
the participant believe that using ADBG is free of effort. Meanwhile the perceive of
usefulness is define as participant believe that using the ADBG Board Game can enhance
his/her job. The strong relationship between this two variable is consistent with the result
from studies that examine the factor that influence student experience to use game in
education (Taufiq et al., 2019) (Taufiq et al., 2019). A study to evaluate student acceptance
to integrate e-learning in T&L indicate that PU and PEOU has a significant impact on student
(Khafit et al., 2020). On the other hand, engagement become the most factor that significant
to the intention to use and collaborative learning. This result proves that interaction with
peer and lecturer has a great impact to ensure the collaborative learning successfully. These
result in line with research by (Al-Rahmi et al., 2015) which explore factor that contribute to
enhance collaborative learning. In this research all the hypothesis is supported. Generally,
this show that the implementation of board game in teaching and learning has an impact to
student and lecturer. As recent studies has reveal the positive impact of board game in
education (Lin; & Hou, 2022) (Al., 2021)

5. CONCLUSION

This study investigates the 5 variables in term of collaborative learning. The variable
was perceived of usefulness, perceive of ease of use, engagement, intention to use and
collaborative learning. All the hypothesis was tested and accepted. According to the result,
it can be concluded that the use of board game can enhance the engagement of the student
and lecturer and enhance the collaborative learning. By using these ADBG board game, it
can encourage learning by gamification and generate enjoyment among the student. An
observation during the intervention show that student can interact with the peer,
communicate and become an active learner. In addition, this process has increase student
motivation in learning. Consequently, these interaction has impact student learning benefit
(Al-Rahmi et al., 2014). Result prove that ADBG can enhancing and facilitates collaborative
learning. For future learning, may involve a larger sample of participant. Apart that, future
work are advises to measure factor that impacting student learning performance in
Malaysian Higher Institution.

REFERENCES
Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior.
Prentice Hall.

Al-Rahmi, W. M., Othman, M. S., & Musa, M. A. (2014). The improvement of students’
academic performance by using social media through collaborative learning in
malaysian higher education. Asian Social Science, 10(8), 210–221.
https://doi.org/10.5539/ass.v10n8p210

Al-Rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015). The role of social media for
collaborative learning to improve academic performance of students and researchers
in Malaysian higher education. International Review of Research in Open and Distance
Learning, 16(4), 177–204. https://doi.org/10.19173/irrodl.v16i4.2326

158
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

Al., C.-T. L. et. (2021). Designing an Augmented Reality-based Educational Board Game
Integrated with Dual-Scaffolding Framework for High school History Course: The
Evaluation of Learning Performance and Flow State. 2021 10th International Congress
on Advanced Applied Informatics (IIAI-AAI). https://doi.org/doi: 10.1109/IIAI-
AAI53430.2021.00167.

Chauhan, S., Mittal, M., Woźniak, M., Gupta, S., & de Prado, R. P. (2021). A technology
acceptance model-based analytics for online mobile games using machine learning
techniques. Symmetry, 13(8), 1–21. https://doi.org/10.3390/sym13081545

Chen, Y. C., & Hou, H. T. (2020). Development and evaluation of a computer supported
collaborative learning tool for teaching activities using educational board games. ICCE
2020 - 28th International Conference on Computers in Education, Proceedings, 2,
157–163.

Creswell, J. W. (2011). Educational Research: Planning, Conducting and Evaluating

Quantitative and Qualitative Research. Pearson Education.

Davis, F. (1869). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of
Information Technology. MIS Quarterly, 319–340.

Davis, F. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of
Information Technology. JSTOR, 13(3), 319–340.

Derus, A., & Mohammad, W. M. R. W. (2021). Aplikasi pembelajaran berasaskan permainan

dalam pengajaran Bahasa Melayu. International Journal of Education and Pedagogy,
3(2), 53–66.

Dewey, J. (1916). Democracy and Education ( 1916 ).

Gallini, S. M., & Moely, B. E. (2003). Service-Learning and Engagement, Academic

Challenge, and Retention. Michigan Journal of Community Service Learning,
10(2002), 5–14.
https://quod.lib.umich.edu/m/mjcsl/3239521.0010.101?rgn=main;view=fulltext

Gazdula, J., & Farr, R. (2020). Teaching Risk and Probability: Building the Monopoly® Board
Game Into a Probability Simulator. Management Teaching Review, 5(2), 133–143.
https://doi.org/10.1177/2379298119845090

Grudpan;, S., Alexandrovky;, D., Hauge;, annicke B., & Malaka, R. (2021). Exploring the
Effect of Game Premise in Cooperative Digital Board Games. Joint International
Conference on Entertainment Computing and Serious Games, 22(214–227).

Ilker Etikan. (2017). Comparison of Convenience Sampling and Purposive Sampling.

American Journal of Theoretical and Applied Statistics, February.
https://doi.org/10.11648/j.ajtas.20160501.11

Jeong, H., & Hmelo-Silver, C. E. (2018). Seven Affordances of Computer-Supported

Collaborative Learning: How to Support Collaborative Learning? How Can
Technologies Help? Educational Psychologist, 51(2), 247–265.

Khafit, A., Sulastri, S., & Fauzan, S. (2020). Technology Acceptance Model (TAM):
Measurement Of E- Learning Use by Accounting Students at Malang State University.
Asia Pacific Journal of Management and Education, 3(3), 64–72.
https://doi.org/10.32535/apjme.v3i3.969

Kim, B. (2011). Understanding antecedents of continuance intention in social-networking

159
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

services. Cyberpsychology, Behavior and Social Networking, 14(4), 199–205.

Leeuwen, A. Van, & Janssen, J. (2019). A systematic review of teacher guidance during
collaborative learning in primary and secondary education. Educational Research
Review, 27(February), 71–89. https://doi.org/10.1016/j.edurev.2019.02.001

Lin;, Y. C., & Hou, H.-T. (2022). The evaluation of a scaffolding-based augmented reality
educational board game with competition-oriented and collaboration-oriented
mechanisms: differences analysis of learning effectiveness, motivation, flow, and
anxiety. Interactive Learning Environments, 1(1), 1–20.
https://doi.org/https://doi.org/10.1080/10494820.2022.2091606

Ludvigsen, S. R., & Mørch, A. I. (2010). Computer-supported collaborative learning: Basic

concepts, multiple perspectives, and emerging trends. International Encyclopedia of
Education, 290–296. https://doi.org/10.1016/B978-0-08-044894-7.00493-0

Manzano-le, A., Camacho-lazarraga, P., Guerrero, M. A., Guerrero-puerta, L., Aguilar-parra,

J. M., & Alias, A. (2021). Between Level Up and Game Over : A Systematic Literature
Review of Gamification in Education. 1–14.

Montellanos-solís, A. R., García-riveros, J. M., Fuertes-meza, L. C., Vergaray, J. M., &

Flores, E. (2021). Collaborative learning an active methodology in Long distance
education . Theoretical review. Nat. Volatiles & Essent. Oils, 8(4), 2443–2457.

Nordin, N., Nordin, N. R. M., & Omar, W. (2022). REV-OPOLY: A Study on Educational
Board Game with Webbased Augmented Reality. Asian Journal of University
Education, 18(1), 81–90. https://doi.org/10.24191/ajue.v18i1.17172

Ortiz, M., Landa, C., Flores, R., & Arrioja, R. (2019). Methodological proposal for
collaborative work to accreditation self-evaluation using digital tools. Tecnología
Educativa Revista, 68–75.

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning.
Educational Psychologist, 50(4), 258–283.
https://doi.org/10.1080/00461520.2015.1122533

Pogge, E. K., & E, L. (2021). Fostering Mindfulness in Continuing Pharmacy Education Using
a Board Game: Initial Experiences and Perceptions. Short Report Fostering
Mindfulness in Continuing Pharmacy Education Using a Board Game: Initial
Experiences and Perceptions Pogge, Elizabeth K. PharmD, MPH, BCPS-AQ
Cardiology, BCGP, FASCP, FAzPA; Davis, Lindsay E. PharmD, BCPS, BCCP, ASH-
CHC, TTS, FAzPA , 41(3).

Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of
recent research. Computers in Human Behavior, 63, 50–58.
https://doi.org/10.1016/j.chb.2016.05.023

Rojas, D. G., Jiménez-Fernández, S., & 1, N. M.-H. (2019). Cooperative Work as a Training
Tool for University Students. Revista Iberoamericana Sobre Calidad (REICE), 17(3),
41–58.

Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? Wash Cent News,
7.

So, H., & Brush, T. A. (2008). Student perceptions of collaborative learning , social presence
and satisfaction in a blended learning environment : Relationships and critical factors.
Computers & Education 51, 51, 318–336.

160
 Conference LIS 2022 @ Kota Jambi, Indonesia. E-ISSN: 2985-4393

https://doi.org/10.1016/j.compedu.2007.05.009

Sumtsova, O. V., Aikina, T. Y., Bolsunovskaya, L. M., Phillips, C., Zubkova, O. M., & Mitchell,
P. J. (2018). Collaborative learning at engineering universities: Benefits and
challenges. International Journal of Emerging Technologies in Learning, 13(1), 160–
177. https://doi.org/10.3991/ijet.v13i01.7811

Taspinar, B., Schmidt, W., & Schuhbauer, H. (2016). Gamification in education: A board
game approach to knowledge acquisition. Procedia Computer Science, 99(October),
101–116. https://doi.org/10.1016/j.procs.2016.09.104

Taufiq, M., Ghani, A., Hamzah, M., Ramli, S., Ab, W., Daud, A. W., Rijal, T., Romli, M.,
Najihah, N., & Mokhtar, M. (2019). A questionnaire based approach on technology
acceptance model for mobile digital game based learning. Journal of Global Business
and Social Entrepreneurship (GBSE), 5(14), 24621714. www.gbse.com.my

Yu;, Z., Gao;, M., & Wang, L. (2021). The Effect of Educational Games on Learning
Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational
Computing Research, 59(3), 522–546.

Zeng;, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably:A
review of educational games. Human Behavior and Emerging Technologies, 2(2), 186–
195.

Zhang, J., & Cui, Q. (2018). Collaborative Learning in Higher Nursing Education: A
Systematic Review. Journal of Professional Nursing, 34(5), 378–388.
https://doi.org/10.1016/j.profnurs.2018.07.007

161