Design and Development of Fuel Cell Learning through Digital Game-Based Learning to Raise Awareness of Low Carbon Emissions
Nur Fadhilah Abdul Jalil1, Umi Azmah Hasran2, Siti Fadzilah Mat Noor3, Muhammad Helmi Norman4
1Nur Fadhilah Abdul Jalil, Institute of Teacher Education Malay Women Campus, 75400 Malacca, Malaysia.
2Umi Azmah Hasran, Fuel Cell Institute, Universiti Kebangsaan Malaysia, 43600 Bangi Selangor, Malaysia.
3Siti Fadzilah Mat Noor, Faculty of Information Science & Technology, Universiti Kebangsaan Malaysia, 43600 Bangi Selangor, Malaysia.
4Muhammad Helmi Norman, Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi Selangor, Malaysia.
Manuscript received on 16 January 2024 | Revised Manuscript received on 24 January 2024 | Manuscript Accepted on 15 February 2024 | Manuscript published on 28 February 2024 | PP: 49-56 | Volume-13 Issue-3, February 2024 | Retrieval Number: 100.1/ijeat.C436113030224| DOI: 10.35940/ijeat.C4361.13030224
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Fuel cell technology is currently being widely promoted to the general public as one of the most promising sustainable energy sources that can contribute to reducing carbon emissions. Considering this, digital game-based learning (DGBL) was created to educate the general public about fuel cells, with a focus on the younger generation such as secondary school students. This paper discusses the design and development phases, during which instructional design and game elements are integrated into producing a fuel cell DGBL prototype. Five-panel experts examine the learning content to make sure it is valid in the design phase. Next, two testing cycles were conducted on the developed fuel cell DGBL prototype: one internal group test and one focused group test including five 14-year-old students from a chosen secondary school. During the testing, three different approaches to collecting data were used: written surveys, in-person interviews, and observation. The outcome presents useful information that may be applied to enhance the game’s efficacy and playability. Therefore, any novice designer or practitioner can benefit from these findings’ helpful advice while developing an effective DGBL.
Keywords: Fuel Cell Learning, Low-Carbon Awareness, Digital Game-Based Learning, Secondary Education
Scope of the Article: Low-power design