Students’ Perceptions of Using Roblox in Multimodal Literacy Practices in Teaching and Learning English
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The need for digital technology involvement in education is increasingly apparent, so learning techniques are required to be prepared in various digital formats. Using digital learning materials enables teachers to implement the current concept of literacy, i.e., multimodal literacy. This study aims to find out the students' need for digital literacy and their perceptions of using the Roblox game as the learning media to improve their multimodal literacy. This descriptive study used a survey method, taking the second-year junior high school students in the 2021-2022 academic year in one of the state junior high schools in Medan, Indonesia as the respondents. The data were collected using two sets of closed-ended questionnaires. The data obtained from the first questionnaire were analyzed using a forced choice technique for yes or no answers, while the data obtained from the second questionnaire were analyzed using a 4-Point Likert Scale. The results indicate the students' need for digital literacy and their good perceptions of using Roblox as the learning media in improving their English multimodal literacy. It is concluded that teaching English at junior high school is expected to be designed in a digital format by involving games as the media, facilitating the students to improve their English multimodal literacy.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it