Research methodology is the method, means or ... - DSpace@UM

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al, 2005). In-depth interview provided a chance for interviewer to gain insight into how the participants interpret and order the world. This can be accomplished by being attentive to the casual explanations participants provide for what they have experienced and believe during finding the history events, and actively probing them about the connections and relationships they see between particular history events, phenomena, and beliefs. During the interviews, the interviewer reflects and clarified answers provided by the participants. This is to verify the understanding of the participants‟ descriptions and also to help the participants in elaborating their descriptions. The interviewer served as a role to encourage participants to make them elaborate on their answers. However, the interviewer should not express approval, disapproval, judgement, or bias on the answers; keep track of the questions yet let the conversation develop naturally. When the interview commenced, the data is videotaped, and the interviewer took notes. Notes may document observations about the interview content, the participant, and the context. The interviews is transcribed and videotaped for the purpose of data analysis. 3.7 Data Analysis in This Research The resources of data came from observation, interview and the end products of the participants. Data which has been collected must be analyzed to become useful information. The analysis of this study is focused on the individual experiences of the five participants who are selected to participate in this study. Each of these participants developed a personal style of creation over the course of the study, which is evident in each student‟s game. Three primary methods were applied to analyze each participant‟s experiences during the study. First, video and interview data was used to recreate what each participant did during the game authoring sessions. The participant‟s experience was analyzed for each session and for the game as a whole. In this analysis, the recreated experiences provide 39
perception into how the participants‟ insights of history learning experience changed over the game authoring workshop. Second, the game story which was created by the participants need to be analyze by a story analysis scheme. This is required to record the techniques used by participants to portray characters and to describe the setting of the story. The purpose of this study is to encourage the participants to stimulate the learners think about historical facts and the relationship of the history context by creating a role-playing game. Different strategies that have been applied by each student throughout the creation process have been highlighted in this analysis. Lastly, the interview data was used to describe each participant‟s progression with respect to the underlying historical facts. Group-work behaviour is also used to highlight how participants‟ conceptual understanding of the historical concepts during the workshop. At the same time, participant‟s experiences on RPG Makers in this workshop were elicited to find out the appropriateness of the tool to be used in supporting this learning method. 3.8 Results The study is focused on the experiences of five participants during the game-authoring workshop. At the end, RPG from students, video recording, and interview materials have been compiled into case studies for each participants. The individual case study would provide better understanding on the different ways that the participants use the RPG Maker in creating the game. Each of these students represents a particular style of learning in RPG creation learning environment. 40
Page 1 and 2: Chapter 3 RESEARCH METHODOLOGY 3.1
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