Information Technology In Children Education
Students today are growing up with laptops, tablets, cell phones, and they expect to use this technology in their daily interactions (NCREL & Metiri, 2003). Information technology products involve text, image, animation, video, and sound in teaching material to their full potential for learning (Large & Beheshti, 1995). Children are very sensitive to what is going on around them and they quickly learn what they see and hear. Learning using IT has exploited them to express their existence and feelings as long it is embedding colourful materials and images (Muhammad Adnan, 2011). Children are attracted to the fun things and environment. Therefore, the use of attractive and cheerful graphics in learning is essential to stimulating emotions and attracting them.
The use of interactivity promotes creative children. This is because it allows children to use their creativity to analyze the messages they want to deliver by the application software. Text use is also important in student learning materials, but the text element used should be less than the graphic element (Muhammad Adnan, 2011). According to Mayer (2009), powerful and vibrant music will eliminate boredom throughout the learning. The combination of visual and audiovisual presentation conveys the information in a more understandable format (Wright, 1993). The level of learning and human understanding can be enhanced by promoting interactive learning environment (Oouz, 1998). Mayer Interactive Learning Model (1999) emphasizes three important elements that must be embedded in application that are cognition, self-esteem, and effective aspects. Cognition is process of acquiring knowledge and mental action through thought, experience and sense. Cognition gives an impact on how they will act. It is an act or process to know something. Self-pace emphasizes on the ability of students to learn by themselves until achieve optimum performance. Self-learning means students have their own ability and autonomy in learning. Affective refers to the internal aspects of the student's self and relates to self-esteem, feelings, and values.
The element is to create fertilization in terms of feeling to learn in the learning process (Goleman, 1995). 2. 0- GAMING IN EDUCATIONCustom made video games have been used in K-12 classrooms across the world to enhance student’s learning experience (Wastiau, Kearney & Van den Berghe, 2009). The 2011 Horizon report suggests that game-based learning will gain widespread use in two to three years (Johnson, Smith, Willis, Levine, & Haywood, 2011). With 97% of US teens playing some type of digital game on a regular basis (Lenhart, Kahne, Middaugh, Macgill, Evans, & Vitak, 2008), it is not surprising that there is a large and growing interest in the applicability of games in education. Gaming is a concept that implements game mechanics and game design techniques that engage players and motivates players to achieve their goals. The gaming technique strives to harness the players' desire to learn, socialize, compete and achieve goals. Steinkueler & Chmiel (2006) suggest that games will not replace teachers and classrooms, but they might replace some textbooks. Games can also be adapted based on students’ needs. Among the advantages of game is that it do not force children to learn but provide learning opportunities at all times and increase child motivation (Tam & Hui, 2011).
