INSTITUT PENDIDIKAN GURU

KEMENTERIAN PENDIDIKAN MALAYSIA

KAMPUS TEMENGGONG IBRAHIM
JOHOR
SCES 3152
DIGITAL INNOVATION IN TEACHING AND LEARNING- PROJECT

Nama : THEEBAN RAU A/L CHANTHIRAN

No. K/P : 010921-08-0201
Angka Giliran : 2020122340267
Program : PISMP
Ambilan : JUN 2020
Unit : SAINS 2
Nama Pensyarah : PN FATIMAH BINTI
HISHAMUDDIN
Tarikh Hantar : 23.10.2023
PENGAKUAN PELAJAR
Saya mengaku bahawa tugasan kerja kursus ini adalah hasil kerja saya sendiri kecuali nukilan
dan ringkasan yang setiap satunya saya jelaskan sumbernya.

Tandatangan Pelajar: Theeban Rau Tarikh : 23.10.2023

PEMERIKSA MODERATOR
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Tandatangan Tandatangan

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 INSTITUT PENDIDIKAN GURU KAMPUS TEMENGGONG IBRAHIM

BORANG MAKLUM BALAS KERJA KURSUS (PROJEK/AMALI)

PEMERIKSA
Kekuatan :

Aspek yang perlu diperbaiki :

MODERATOR
Kekuatan :

Aspek yang perlu diperbaiki :

Tanda tangan Pemeriksa : Tanda tangan Moderator :

Tarikh : Tarikh :

Pengesahan pelajar terhadap maklum balas yang diberikan pensyarah :

Saya *faham dan bersetuju / tidak bersetuju dengan maklum balas yang diberikan oleh pensyarah
Tanda tangan pelajar
..........Theeban Rau........................
( THEEBAN RAU A/L CHANTHIRAN )
Tarikh : 23.10.2023
* Sila potong yang tidak tidak berkenaan

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 ACKNOWLEDGEMENT

First of all, I would like to thank God for giving me health and guidance to complete
this task. On this occasion, I would like to thank Madam.Fatimah binti Hishamuddin, lecturer
of the SCES3152 course, who has guided me a lot in completing this coursework
assignment. He gave a lot of information about how to complete this coursework
assignment. Although he was busy, he did not forget to guide me to do this task.

Next, I would like to thank my parents for guiding me and accompanying me to

complete this assignment. Even though my parents were tired after coming back from work,
they didn't hesitate to help me. Here, I would like to take the opportunity to thank my friends
who have also helped me to complete this coursework assignment without getting tired and
frowning.

Finally, I hope to learn a lot of knowledge from this coursework assignment and have
done my best.

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TASK 2: PROJECT (70%)

Project proposal that contain the development plan of

digital innovation by applying Trialogical Learning Model.
The proposal must demonstrate evidence of references or
articles from relevant sources. The length of proposal
writing is 1000 words (20%)

Digital Innovation product that can overcome teaching

and learning problem based on one content in the
Dokumen Standard Kurikulum dan Pentaksiran (DSKP)
Primary School Science. These innovation products have
the potential to be commercialized (30%).

User manual for the digital innovation product. This

manual must be complete with illustrations. The length of
user manual is 500 words (10%)

Promotion and marketing activities for the digital

innovation product. The length of the report is 500 words
(10%)

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 INDEX
NO CONTENT PAGES

PROJECT PROPOSAL

1.0 PROJECT NAME 8

2.0 TARGET USERS 8

3.0 EXPENSES 8

4.0 INTRODUCTION 8-9

5.0 OBJECTIVE OF PROJECT 9

6.0 METHODOLOGY 9-10

7.0 TIME LINE 10-13

8.0 PROMOTION AND EVALUATION 14

9.0 CONCLUSION 15

10.0 REFERENCES 16

11.0 ATTACHMENT 17

DIGITAL INNOVATION PRODUCT 18

USER MANUAL 20-35

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 PROMOTION AND MARKETING ACTIVITIES

1.0 INTRODUCTION 37

2.0 OBJECTIVE OF INNOVATION 38

3.0 PROMOTION AND MARKETING ACTIVITIES 38-39

4.0 CONCLUSION 39

5.0 REFERENCES 40

6.0 ATTACHMENT 41-51

ARTICLES INSPIRE TO MAKE THIS DIGITAL INNOVATION

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 PROJECT
PROPOSAL

PROJECT PROPOSAL

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1.0 PROJECT NAME

Let’s explore the universe

2.0 TARGET USERS

Teachers and Year 4 Students

3.0 EXPENSES

Internet Data Plan

4.0 INTRODUCTION

Gamification in education refers to the use of game elements, such as competition,

points, rewards, and challenges, in a non-game context to enhance the learning experience.
Gamification helps to improve student’s performance during the lesson (Nikoletta, Xi, Juho,
Kostas, & Vassilios, 2020). Moreover, gamification boost memory power of students so that
students can easily recall back the topic easily (Federation of American Scientists, 2006).
Learning using gamification method enhance understanding of the students in the curriculum
because student’s excited to study when educators implement gamification method in
teaching and learning (Bencsik, Andrea & Adriana, Mezeiová & Samu, Bernadett, 2021).
Based on Alexandru Topirceanu (2017) statement, 300 percentage higher homework
completion rate among the students when teachers give assignment using gamification
method instead of traditional method.

Moreover, I choose Minecraft education gamification platform to build my digital

innovation project. Minecraft education gamification platform can be used as a pedagogy
that facilitates student understanding in a subject. Minecraft Education Edition is geared
towards classroom cooperation, providing visual and hands-on aid for instructors. It
possesses unique features geared towards learning environments, particularly in STEM
disciplines such as science and technology (Jared R. etc, 2018). Clear guidance and
collaborative interactive activities can be created using Minecraft education platform.
Effective and efficient ICT based tool. Integration with notes, videos, and tasks can be
created using Minecraft education and it will keep the learners engaging. Minecraft
education also can play in group of learners so it will emphasize social constructivism. Other
than that, learners can play this game anytime at anywhere as single player or group of
player but they should have internet access.

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 Furthermore, digital gamification platform will relate to the trialogical model.
Trialogical approach to learning are described, emphasizing guidelines for collaborative work
with knowledge artifacts and practices (Noriati. etc, 2012). Trialogical learning can be seen
as an outgrowth of changes in learning sciences. Trialogical learning emphasize learners are
collaboratively developing, transforming, or creating shared objects of activity. Trialogical
learning supports collaboration among three components which are teachers, pupils and
technology. Learners play a central role in trialogical learning (Ahmad, A. et.al, 2005). They
are encouraged to actively engage in the learning process, question assumptions, and seek
solutions to real-world problems. Rather than being passive recipients of information,
students are expected to be active participants in the learning journey. In a trialogical
learning environment, teachers take on the role of facilitators or guides rather than traditional
lecturers. They create a supportive and collaborative atmosphere where students can
explore and discover knowledge. Teachers help students frame questions, access
resources, and reflect on their learning experiences.

4.0 OBJECTIVE OF PROJECT

‘’Let’s explore the universe’ Minecraft education gamification can solve problems and
challenges during teaching and learning. For instance, gamification techniques, such as
leaderboards, badges, and rewards, can capture the attention of students and motivate them
to actively participate in the learning process. When students are engaged, they are more
likely to collaborate with teachers and the community effectively. Gamification can introduce

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healthy competition among students, encouraging them to work together to solve problems
or achieve common goals. This collaborative aspect aligns with the Trialogical Learning
Model's emphasis on collaboration between students, teachers, and the community.
Gamification method leads to the student-centred teaching and learning so that teachers act
as facilitator and students collaborate together to do the task given.

Furthermore, ‘Let’s explore the universe’ Minecraft education gamification will

increase accessibility and efficiency of giving knowledges. Gamification strategies involve
the use of technology, such as virtual environments and artificial reality. These technological
tools can facilitate communication and collaboration between students, teachers, and the
community, supporting the Trialogical Learning Model's principles. Minecraft education helps
to develop the trends of using e-learning in education in the future based on 21st century
teaching and learning. Minecraft education platform satisfy the demands in using technology
and upgrade teaching and learning method in school. STEM education helps individuals
become scientifically literate citizens who can make informed decisions about scientific and
technological issues in their personal lives and in society.

5.0 METHODOLOGY
The methodology employed in an experiment is essential to its success, and bad
methodology has spoiled thousands of research projects. Whenever a piece of research is
published in a scientific journal, the researchers always carefully describe their methodology.

5.1 DEFINE LEARNING OBJECTIVES (STEP 1)

The topic choose to make the digital innovation is 3.2 Vertebrates topic from year 4
which involves 3.2.1 State the meaning of vertebrates and invertebrates, 3.2.2 Give
examples of vertebrates and invertebrates and 3.2.3 Classify vertebrates based on
specific characteristics for mammals, reptiles, amphibians, birds and fish. Gamification
method usually helps to enhance the skills such as observation, collaboration, problem
solving and many more. Gamification method emphasize elements of STEM because
STEM education is vital for developing the skills, knowledge, and mindset needed to
thrive in the modern world. STEM also cultivates essential skills and competencies that
are applicable across a wide range of fields and contribute to progress and innovation.
Technological tools can facilitate communication and collaboration between students,
teachers, and the community, supporting the Trialogical Learning Model's principles.

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5.2 STEP 2: CHOOSE COLLABORATIVE TOOLS (STEP 2)

Gamification method should emphasize social constructivism between players

because it is common criteria in 21st century teaching and learning. Other than that, easy
instructions should be provided to the players to avoid the confusion. Animated
background, animated font, and music should provided to foster the interest of the users.
The main reason that I choose Minecraft Education Software from Mojang Studio to
design ‘Let’s explore the universe’ gamification because its contains every criteria focus
by 21st century teaching and learning. Moreover, players can carry out discussion in
group during playing this game and this contribute collaboration among students. Other
than that, teachers will be act as facilitator who going to guide the students to play the
game and this also leads to collaboration among students and teachers. These could
include video conferencing, discussion boards, collaborative documents, or interactive
platforms. This game is design in a universe and students have to complete every stage
that consist various of tasks. This will make students entertain and engage with the
teaching and learning. Students need strong internet access to login and play this
Minecraft education gamification.

5.3 DESIGN ENGAGING ACTIVITIES (STEP 3)

First of all, I sketch the activities that going to create using Minecraft education
gamification that encourage the users to collaborate each other every tasks. Then I
created three stages of activity using Minecraft education game.

• Station 1: Students build their own zoo in a team and identify the animals whether
vertebrate or invertebrate. Students get their previous knowledge after visiting the
zoo that already created by creator and watching animated teaching video.

• Station 2: Students will identify the groups of animals in a team by observing the
type of animal and its habitat. Students get their previous knowledge from watching
animated teaching video.

• Station 3: The students have to conduct self based learning. The students have to
answer the question correctly to exit the tunnel. These could be group discussions,
problem-solving tasks, peer reviews, or collaborative projects.

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5.4 DEVELOP INTERACTIVE CONTENT (STEP 4)

‘Let’s explore the universe’ Minecraft education gamification contain

interactive games and activities. For instance, this minecraft education platform
contains attractive background, theme, music and interface. This will attract the
student’s attention easily. Moreover, animated video is created and it can be
hyperlink in the game. Interactive quiz can be created in the Minecraft education
platform which supports self-based learning. For instance, there is coding in
Minecraft education gamification and its shows the answer for the quiz is correct or
wrong. Minecraft education platform contain numerous of characters, elements,
plants and animals which can use to create various of game for specific task or group
task based on their own creativity.

5.5 EDUCATOR GUIDANCE (STEP 5)

The user manual is provided to educators to guide how to encourage

interaction, foster discussions, guide learners through the process and evaluate the
understanding of learners. The user manual is provided to students to guide them in
the proper way to login the game. The specific instruction for controller of Minecraft is
provided to learn the basic gameplay. Moreover, during the game there will be
characters that shows the instruction for every task in every stage. The guidance
video is provided to the individual who cannot understand the written user manual.

5.6 IMPLEMENT AND PILOT (STEP 6)

Launch the digital innovation with 4 Muttamil students from SJKT Jalan Yahya
Awal, Johor. Questionnaire given to the students after play the game to test the
effectiveness of game by notice their interest and understanding on the topic. Gather
feedback from teachers and experts to identify whether any improvements needed to
make in ‘Let’s Explore the universe’ Minecraft education gamification.

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5.7 MONITOR AND ADAPT (STEP 7)

Educator monitor the engagement, understanding and interest of the student.

Educator act as facilitator to the students by guiding them if they any doubts in
access Minecraft education platform. They guide the students by explaining the
instruction of games and they guide the students to collaborate in group during the
task. The students should play the tutorial games and controller guide that already
provided in the Minecraft education platform to adapt the game. Then they should
understand the user manual so that they can perform well during game without any
confusion.

5.8 SCALE GRADUALLY (STEP 8)

The minecraft education gamification can make improvement based on the

feedback given by the students using quiestionnaire and feedback from for the
teachers or expert by using feedback form.The questionnaire build based on 5 linkert
scale so that creator can easily identify the effectiveness of the digital product.
Theare questions going to ask is regarding animation, instruction, accessibility of
internet, understanding and ways to improve. The creator can make improvement by
the answers or feedback given by the users.

5.9 EVALUATE IMPACT (STEP 9)

Compare the involvement, interest and understanding of the students in

traditional approach and digital approach. Other than that, based on the
questionnaire the creator can evaluate the impact of the project to the teachers and
students. There will be interactive quiz in the game to test the understanding of
students on the topic. The creator can observe the involvement of teachers and
students when using Minecraft education gamification to evaluate the impact of
project.

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6.0 TIMELINE (GRANTT CHART)
First of all, briefing of continuous assignment is given by the lecturer during week 1.
After the briefing, I select the topic and subtopic for the project during week 1 and week 2.
During week 1, I choosed different topic for project proposal presentation. During week 2, I
change the topic because I got more idea in that topic. After that, I choosed the platform that
going to used which are Minecraft education platform. Then, I selecting the content of the
platform which are type of task given, video and quiz. Nextly, I plan the design of the
platform in every stages in the Minecraft education gamification platform. After designing I
start creating the platform by including interactive games. After design the game, I created
user manual for the platform specifically for teachers and students. Continuosly, I promote
this project in social media and implement this in SJKT Yahya Awal, Johor school during
week 3. After implement this project, I get some feedback from teacher and students. From
the feedback given, I start editing and correcting the platform. Finally, I submit the project on
the submission date.

NO ACTIVITY WEEK
1 2 3 4

1 Briefing of continuous assignment

2 Selecting the topic and subtopic for the project
3 Presentation of project
4 Choosing the platform that going to be used
5 Selecting the content of the platform
6 Planning of the design of the platform
7 Designing and creating the platform by including
interactive games
8 Creating user manual of the platform
9 Promoting and evaluate the project
10 Editing and correcting of the platform
11 Submission of project

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7.0 PROMOTION AND EVALUATION

7.1 PROMOTION

The promotion planning is introducing the project in year 4 classroom at SJKT

Yahya Awal, Johor. I promote the Minecraft education platform and its importance
toward education. In year 4 class in SJKT Yahya Awal, Johor. I also give brosur
regarding the project to teachers and students to gain more information regarding
Minecraft education gamification. Regarding marketing my digital innovation product,
I will be using social media platforms such as Facebook, Instagram, Tik Tok,
WhatsApp, and others to spread information about it among educators, students, and
other aspiring teachers. I produced a brief promotional video for my product, which
involves digital innovation. This promotional video started with the elmeny such as
18+ content and scam to attract the attention of the public to watch the video. The
caption also started with ‘Don’t read this’ also for attract the public to read the
caption. I had included information about my innovation in that video, including the
name of my product, the platform I used, the contents of my product, its benefits, the
stages of games and details about the creator. To grab interest in my invention, I will
use WhatsApp to distribute the product's promotional video to experienced science
educators and trainee teachers at my practicum phase one school. I also promote my
digital innovation product in STEM education club whatsapp group and Instagram
page. I also asked them to reshare my promotional video in their whatsapp status
and Instagram story. In order for all students and educators to observe my
innovation, I will also upload YouTube videos and advertisements. Through this,
primary school children, parents, guardians, and other scientific educators can learn
about my innovation. They will therefore be excited to apply my innovation in the
teaching and learning process since it can raise the level of the course and solve the
problems I had previously mentioned.

7.2 EVALUATION

To evaluate the impact of the project I will create a feedback form to get
feedback from teachers or feedback. The feedback form will be based on 5 linkert
scale so that we can easily evaluate the impact of project. I also create a
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 questionnaire form for students to obtain feedback from the students based on their
experience after using the Minecraft education gamification. There are questions
asked regarding animation, instruction, accessibility of internet and understanding.
Moreover, I will get the comments regarding the project via social media comment
section.

8.0 CONCLUSION

In a nutshell, the digital platform plays major role in education system. Based on the
studies from Ministry of education, after the pandemic of COVID 19 the usage of digital
learning become higher and technology got drastic change (N. Klimova, J, 2014). Minecraft
is one of the most popular gamification games used to support the teaching and learning
process (Makuch, 2014). Minecraft education is a digital gamification platform that
introduces by Mojang studios. This gaming platform is can also use to education purpose.
For example, this Minecraft education platform mostly used in chemistry and animal related
topics because the free edition more elements about animals and ions. I also choose
Minecraft education because it contain more element about animals and my topic is also
related to animals.

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9.0 REFERENCE

Ahmad, A. et.al. (2005). Kesan Efikasi Kendiri Guru Sejarah Terhadap Amalan Pengajaran
Berbantukan Teknologi Maklumat dan Komunikasi (ICT). Jurnal Penyelidikan
Pendidikan. Bil. 7, 14-24.
Alexandru Topîrceanu. (2017). Gamified learning: A role-playing approach to increase

student in-class motivation, Procedia Computer Science, 112: 41-50.

https://doi.org/10.1016/j.procs.2017.08.017.

Bencsik, Andrea & Adriana, Mezeiová & Samu, Bernadett. (2021). Gamification in Higher

Education (Case Study on a Management Subject). International Journal of Learning,

Teaching and Educational Research. 20. 211-231.10.26803/ijlter.20.5.12.

Federation of American Scientists. (2006). Submit on Educational Games. Washington: DC.

Jared R. Chapman & Peter J. Rich. (2018). Does educational gamification improve students’

motivation? If so,which game elements work best?, Journal of Education for

Business, 93:7, 315-322,

Makuch. (2014). Science in the Early Years, Innovative Learning Technologies and

Professor at the University of Denver, 14(5) , Education Comission of the States.

Nikoletta-Zampeta Legaki, Nannan Xi, Juho Hamari, Kostas Karpouzis, & Vassilios

Assimakopoulos. (2020). The effect of challenge-based gamification on learning: An

experiment in the context of statistics education. International Journal of
Human-Computer Studies. Volume 4. https://doi.org/10.1016/j.ijhcs.2020.102496.

N. Klimova, J. (2021). Online Game-Based Learning through Minecraft: Education Edition

Programming Contest, 2021 IEEE Global Engineering Education Conference

(EDUCON), Vienna, Austria, 2021, pp. 1660-1668, doi:
10.1109/EDUCON46332.2021.9453953.

Noriati, Boon, Sharifah, & Wan Kamarudin (2012). Teknologi dalam pengajaran dan
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 pembelajaran. Shah Alam: Oxford Fajar Sdn Bhd.

DIGITAL INNOVATION PRODUCT

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Game link: https://education.minecraft.net/joinworld/MTAsMyw1LDE3

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 USER
MANUAL

USER MANUAL FOR TEACHERS

1. Teacher has to explain the basic gameplay of Minecraft based on the criteria given.

2. Teacher will send the code to the students for students join the ‘Let’s Explore the

Universe’ world.

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 Game link: https://education.minecraft.net/joinworld/MTAsMyw1LDE3

3. Teacher also enters the code to join the world.

4. Teacher provides sequence of which group would start their game in which station

and so on.

STATION 1 STATION 2 STATION 3

1st CYCLE GROUP A GROUP B GROUP C

2nd CYCLE GROUP C GROUP A GROUP B

3rd CYCLE GROUP B GROUP C GROUP A

STATION 1: ZOO EDUCATION PROGRAM

 Teacher will access the student works on the portfolio.

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STATION 2: EXPLORING ANIMAL HABITATS IN A VIRTUAL ENVIRONMENT

 Teacher will walk in Minecraft world and check the student’s work in station 2 by

checking on the answer given by the students on board based on animals they

identified.

STATION 3: INTERACTIVE LEARNING IN THE TUNNEL

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 Self based learning (Student identify by themself which one is correct answer and

wrong answer.

USER MANUAL FOR STUDENTS

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1. Students login to mine craft education.

2. Student key in the code provided by the teacher to enter ‘Let’s Explore Universe’

World.

Game link: https://education.minecraft.net/joinworld/MTAsMyw1LDE3

STATION 1 :

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 ZOO EDUCATION PROGRAM

1. From HOME:

 There will be three buttons in the npc at the HOME which are labelled ‘STATION 1’,

‘STATION 2’ and ‘ STATION 3’.Then students have to click ‘ STATION 1’ button to

enter station 1.

2. Meet Sir Theeban:

 Find Sir Theeban and right-click him. Read the instructions he gives you.

3. Watch Videos:

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 Click buttons (labeled 'Vertebrate' or 'Invertebrate') for YouTube videos about those

topics.

4. Read the Board:

 Read the board next to Sir Theeban for more instructions.

5. Explore the Zoo:

 Take a train ride around the zoo to see vertebrates and invertebrates.

6. Create Your Zoo:

 Use animals from the chest to build your own zoo.

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7. Take Photos and Write:

 Use the camera and portfolio from the chest.

 Take pictures and decide if animals are vertebrates or invertebrates.

 Write it down in the portfolio.

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8. Share Your Work:

 Make a PDF of your work in the portfolio and email it to the teacher.

9. Finish and Go Home:

 Click 'HOME' on the NPC at the station when you're done.

Extra Tips:

Work together in your group to build the zoo.

Follow any extra directions given by "SIR THEEBAN" for more fun!

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 STATION 2 :

EXPLORING ANIMAL HABITATS IN A VIRTUAL ENVIRONMENT

1. From HOME:

 There will be three buttons in the npc at the HOME which are labelled ‘STATION 1’,

‘STATION 2’ and ‘ STATION 3’.Then students have to click ‘ STATION 2’ button to

enter station 2.

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2. Find and Talk to "SIR THEEBAN"

 Right-click on the character labeled "SIR THEEBAN" in the game.

3. Follow What SIR THEEBAN Says

 Listen to the instructions provided by "SIR THEEBAN."

4. Watch the Animal Groups Video

 Click the "Classification of animals" button to watch a video about different animal

groups.

5. Ride the Boat

 Take the boat to visit different animal homes.

6. Identify Animals and Write on Boards

 At each animal habitat, find a board.

 Write down the animals you see on the board where your group is assigned.

7. Visit All Habitat

 Visit all the different habitat and complete the boards.

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8. Return to SIR THEEBAN

 Once done, go back to "SIR THEEBAN."

9. Finish and Go Home

 Click the "Home" button to finish the activity and return to the starting point.

Extra Tips:

Work together in your group to correctly identify and write down the animals.

Follow any extra directions given by "SIR THEEBAN" for more fun!

STATION 3 :

INTERACTIVE LEARNING IN THE TUNNEL

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1. From HOME:

 There will be three buttons in the npc at the HOME which are labelled ‘STATION 1’,

‘STATION 2’ and ‘ STATION 3’.Then students have to click ‘ STATION 3’ button to

enter station 3.

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2. Enter the Tunnel

 Follow the instructions to go into the tunnel.

3. Answer NPC Questions

 There are 6 NPCs with questions.

4. Click on each NPC to read a question and choose an answer.

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5. Getting Feedback

 If you answer correctly, you'll see "CONGRATULATIONS."

 If your answer is wrong, it will say "WRONG ANSWER, TRY IT AGAIN."

6. Complete Questions

 Answer all 6 questions correctly.

7. Use the "HOME" Button

 The last NPC has a button named "HOME."

10. Finish and Go Home

 Click "HOME" after answering all questions to go back to the starting area.

Extra Tips:

Read each question carefully before choosing an answer.

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 Use the "HOME" button to return easily when done.

LET’S EXPLORE THE UNIVERSE GUIDANCE VIDEO

Video link: https://youtu.be/bLey44iis8k

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BASIC CONTROLS OF MINECRAFT USING MOUSE
AND KEYBOARD
Movement Controls

 W, A, S, D: These keys control the player's movement. Press 'W' to move forward, 'A'
to move left, 'S' to move backward, and 'D' to move right.

 Spacebar: Press the spacebar to jump.

 Shift: Hold down the shift key to sneak and prevent falling off edges or avoid
detection by hostile creatures.

 Double Tap W: Double tap 'W' to sprint.

Interaction Controls

 Left Mouse Button: Use the left mouse button to break blocks, attack creatures, and
interact with items.

 Right Mouse Button: Press the right mouse button to place blocks, use items, and
interact with various elements in the game.

 Number Keys (1-9): Use these keys to quickly select items from the hotbar.

Viewing Controls

 Mouse Movement: Move the mouse to change the direction you are facing.

 Scroll Wheel: Use the scroll wheel to switch items in the hotbar.

 F5: Press F5 to toggle between first-person and third-person views.

 F1: Press F1 to hide the user interface for taking screenshots.

Miscellaneous Controls

 E: Press 'E' to open the inventory.

 Esc: Press 'Esc' to pause the game and access the game menu.

 Tab: Press 'Tab' to display a list of players in multiplayer mode.

 F3: Press F3 to display debug information such as coordinates and frame rate.

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PROMOTION
AND
MARKETING
ACTIVITIES

37
 PROMOTION AND MARKETING ACTIVITIES

1.0 INTRODUCTION
Every learning technique that effectively uses technology to enhance the student's
learning process is commonly referred as digital learning. The strategy can involve a wide
range of resources and be implemented in numerous ways. According to some, innovation in
teaching and learning requires systematic adoption of innovative approaches, tools, and
methods that transform the classroom in order to empower student centred learning,
encourage critical thinking, and maximize learning objectives (Alexandru Topîrceanu, 2017).
Using the selected theme and subtopic, I have to develop a digital innovation product for the
science course based on the individual coursework SCES3152, Digital Innovation in
Teaching and Learning. I choosed 3.2 Vertebrates topic from year 4 which involves 3.2.1
State the meaning of vertebrates and invertebrates, 3.2.2 Give examples of vertebrates and
invertebrates and 3.2.3 Classify vertebrates based on specific characteristics for mammals,
reptiles, amphibians, birds and fish.
Less student participation in the classroom and low focus on students during teaching
and learning sessions are the problems that inspired me to develop this invention. During the
first practicum phase, these were problems that I personally encountered. In order to get
over such problems during the teaching and learning session, I came up with this idea. To
summarize my invention, it is an ICT-based tool that is entirely functional and efficient that
focus gamification method (Bates, A, 2011). To make my invention easy to use for other
teachers and students, it also has reliable, appropriate navigation. Additionally, it can be
access via every gadjets, so you may use my invention with a PC, laptop, tablet, or
smartphone. This minecraft gamification is more convenient when we access via computer
when compared to mobile. In addition, I made sure to include engaging games and clear
instructions to draw the student's attention to the teaching and learning process. This will
support raising student engagement and concentration levels in the classroom.

Project Title: Let’s Explore The Universe

Project Platform: Minecraft education Gamification

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2.0 OBJECTIVE OF INNOVATION
1) It gives the students an opportunity to study this topic in detail.
2) This collaborative aspect aligns with the Trialogical Learning Model's emphasis on
collaboration between students, teachers, and the community.
3) This innovation helps the students to master the topic with fun and joy.
4) This also integrates the use of ICT to improve the understanding of the student.
5) This is an ICT based material where students can perform activities interactively.

3.0 PROMOTION AND MARKETING ACTIVITIES

A marketing tactic called promotion helps buyers and suppliers communicate with
one another (Bencsik. etc, 2021). The company owner does this in an attempt to influence
and convince clients to buy their products or services. It helps in teaching customers about
the business, its products, and services. The company wants to improve its reputation by
implementing this procedure. By stimulating consumers' minds, this marketing tactic has the
ability to convert them into loyal followers (Makuch, 2014). The field of digital marketing
involves promoting products and services online and using web-based digital devices, such
as desktop computers, cellphones, and other digital media and platforms.

The promotion planning is introducing the project in year 4 classroom at SJKT Yahya
Awal, Johor (Refer attachment 16 and 17). I promote the Minecraft education platform and
its importance toward education. In year 4 class in SJKT Yahya Awal, Johor. I also give
brosur regarding the project to teachers and students to gain more information regarding
Minecraft education gamification (Refer attachment 1 and 2). Regarding marketing my
digital innovation product, I will be using social media platforms such as Facebook,
Instagram, Tik Tok, WhatsApp, and others to spread information about it among educators,
students, lecturers and other aspiring teachers (Refer attachment 5,8,9,11,12, and 13). I
also promote my innovation in some whatsapp group consist teacher, experts and upcoming
teachers (Refer attachment 4). I produced a brief promotional video for my product, which
involves digital innovation (Refer attachment 14 and 15). This promotional video started
with the element such as 18+ content and scam to attract the attention of the public to watch
the video. The caption also started with ‘Don’t read this’ also for attract the public to read the
caption. I had included information about my innovation in that video, including the name of
my product, the platform I used, the contents of my product, its benefits, the stages of
games and details about the creator. To grab interest in my invention, I will use WhatsApp to
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distribute the product's promotional video to experienced science educators and trainee
teachers at my practicum phase one school (Refer attachment 3). I also promote my digital
innovation product in STEM education club whatsapp group (Refer attachment 6). I also
asked them to reshare my promotional video in their whatsapp status and Instagram story
(Refer attachment 7 and 10). In order for all students and educators to observe my
innovation, I will also upload YouTube videos and advertisements. Through this, primary
school children, parents, guardians, and other scientific educators can learn about my
innovation. They will therefore be excited to apply my innovation in the teaching and learning
process since it can raise the level of the course and solve the problems I had previously
mentioned.

4.0 CONCLUSION

All things considered, my invention will assist science teachers in raising student
participation and engagement levels during lessons in science. Additionally, it enhances
focus and grabs the interest of students in the classroom (Langer, A. M, 2010). The
understanding of learners of this topic will undoubtedly improve as a result. Students may
find it easier and more enjoyable to understand the material with the help of this invention.
Furthermore, since the students will be having fun during the teaching and learning process,
the innovation I'm going to develop can raise the standard of the educational instruction.
Since the students have to participate in the games and activities I gave them, the innovation
promotes social engagement among them.

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5.0 REFERENCES:

Alexandru Topîrceanu. (2017). Gamified learning: A role-playing approach to increase

student in-class motivation, Procedia Computer Science, 112: 41-50.

https://doi.org/10.1016/j.procs.2017.08.017.

Bates, A. (2011). Managing Technology in Higher Education. San Francisco:

Jossey-Bass/John

Wiley & Co.

Bencsik, Andrea & Adriana, Mezeiová & Samu, Bernadett. (2021). Gamification in Higher

Education (Case Study on a Management Subject). International Journal of Learning,

Teaching and Educational Research. 20. 211-231.10.26803/ijlter.20.5.12.

Langer, A. M. (2010). Information Technology and Organizational Learning. Uchenna: CRS

Press.

Makuch. (2014). Science in the Early Years, Innovative Learning Technologies and

Professor at the University of Denver, 14(5) , Education Comission of the States.

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6.0 ATTACHMENT

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Attachment 1: Brosur regarding the ‘Let’s explore the universe’ Minecraft education
gamification.

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Attachment 2: The brosur spread to the students, science teachers and experts for
the obtain knowledge about ‘Let’s explore the universe’ Minecraft education
gamification.

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Attachment 3: The ‘Let’s explore the universe’ gamification spread via ‘Whatsapp’ for
the friends

Attachment 4: The ‘Let’s explore the universe’ gamification spread via ‘Whatsapp’ in
teachers and upcoming teachers group

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Attachment 5: The ‘Let’s explore the universe’ gamification spread via ‘Whatsapp’ for
IPGKTI Science department lecturers

Attachment 6: Promote my digital innovation product in STEM education club

whatsapp group

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Attachment 7: Friends and teachers promote ‘Let’s explore the universe’ Minecraft
education via whatsapp story

Attachment 8: Promote my digital innovation in my own instagram page

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Attachment 9: Share the promotion video in my instagram story

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 Attachment 10: Science teachers and friends share the promotion video in their
Instagram story

Attachment 11: Promote my digital

innovation in my own facebook page

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A 12: Promote my digital innovation in my A 13: Share the promotion video in my

own tik tok page tik tok story

https://youtube.com/shorts/ZPUu1P7S4EE?feature=share

Attachment 14: Promotional video for my product ‘Let’s explore the universe’
Minecraft education gamification.

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Attachment 15: Information about my innovation in that video, including the name of
my product, the platform I used, the contents of my product, its benefits, the stages of
games and details about the creator.

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Attachment 16: Introducing ‘Lets explore the universe game with teacher/experts.

Attachment 17: Introducing ‘Lets explore the universe game with students.

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ARTICLES INSPIRES TO MAKE
THIS DIGITAL INNOVATION

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