The Diffusion and Transmission of Football in the Straits Settlements and Malay States, 1874–1899: Early Inter-Settlement Games and Inter-State Competition Among European Clubs and Teams     

Lim Peng Han  Mohd Salleh Aman 《国际体育史杂志》2018,35(12-13):1335-1355

Abstract

Since 1786 the British occupied Penang, Malacca, and Singapore known as the Straits Settlements. They began indirect rule in Selangor, Perak, Negri Sembilan, and Pahang to form the Federated Malay States in 1896. Cricket and later, football was played by the military and European clubs like the Singapore Cricket Club, the Penang Cricket Club, Selangor Club Lake Club, and Perak Club. The Chinese and Malay in the Straits formed their clubs along ethnic lines. The outstation Malay States clubs of the Kajang Recreation Club, Klang Club, and Malay States Guides had a mixed team of European and Natives. The football tournaments in Singapore were exclusively for Europeans. While the Rodger Football Cup in Selangor was for various non-European teams located in the many districts around Kuala Lumpur. After the railway lines began linking in land towns of Kuala Lumpur, Taiping to Seremban to their respective ports, football teams travelled to other settlements to play matches, facilitating the growth of inter-settlement matches. It enabled the Federated Malay States to organized the first inter-state league in 1899. The diffusion and transmission of football in the Malay States should be seen in context social and political changes in the Malaya Peninsula and its economic growth.  相似文献   

Drivers and barriers to the utilisation of gamification and game-based learning in universities: A systematic review of educators' perspectives     

Danielle Lester  Gregory J. Skulmoski  Darren P. Fisher  Vishal Mehrotra  Iris Lim  Alexander Lang  Justin W. L. Keogh 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1748-1770

While gamification and game-based learning have both been demonstrated to have a host of educational benefits for university students, many university educators do not routinely use these approaches in their teaching. Therefore, this systematic review, conducted using the PRISMA guidelines, sought to identify the primary drivers and barriers to the use of gamification and game-based learning by university educators. A search of multiple databases (Web of Science, Scopus and EBSCO (Business Source Complete; ERIC; Library, Information Science & Technology Abstracts)) identified 1330 articles, with 1096 retained after duplicates were removed. Seventeen articles (11 quantitative, two mixed-methods and four qualitative) were included in the systematic review. The primary drivers described by the educators that positively influenced their gamification and game-based learning usage were their beliefs that it encourages student interactions and collaborative learning; provides fun and improves engagement; and can easily be used by students. Alternatively, the university educators' major barriers included a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues. Many of these and other less commonly reported drivers and barriers can be categorised as attitudinal, design-related or administrative in nature. Such categorisations may assist university educators, teaching support staff and administrators in better understanding the primary factors influencing the utilisation of gamification and game-based learning and develop more effective strategies to overcome these barriers to its successful implementation.

Practitioner notes

What is already known about this topic

• Gamification and game-based learning may have many benefits for university students.
• The majority of university educators do not routinely use gamification and game-based learning in their teaching.

What this paper adds

• University educators' major drivers that positively influence the use of gamification and game-based learning include their perceptions that it encourages student interactions and collaborative learning, provides fun and improves engagement and can easily be used by students.
• University educators' major barriers that negatively influence the use of gamification and game-based learning include their perceptions of a lack of time to develop gamification approaches, lack of proven benefits and classroom setting issues.
• These drivers and barriers may be classified as attitudinal, design-related and administrative, with these categories providing a useful way for universities to develop strategies to better support educators who wish to use these approaches in their teaching.

Implications for practice and policy

• Attitudinal factors such as university educators' intention to use gamification and game-based learning are influenced by a host of their perceptions including attitude, perceived usefulness and ease of use.
• A range of design-related and administrative barriers may need to be overcome to increase the use of gamification and game-based learning in the university sector.

  相似文献   

Cyberloafing among Gen Z students: the role of norms,moral disengagement,multitasking self-efficacy,and psychological outcomes     

Mihelič  Katarina Katja  Lim  Vivien Kim Geok  Culiberg  Barbara 《European Journal of Psychology of Education - EJPE》2023,38(2):567-585

European Journal of Psychology of Education - This paper examines mobile cyberloafing, i.e. the use of phones for non-study purposes among Gen Z students, the first generation of digital natives....  相似文献