ISSN: 2222-6990
Open access
Teaching law courses involved explaining theories, principles, practices and applications of respective laws. The biggest challenge of an educator is capturing students’ attention and putting across ideas in such a way that they have to learn law courses with overview that the subject is dry, boring and difficult to understand. In addition, the conventional method of teaching law students is the instructional methods which often criticised to be boring, teacher centric, strict tracking of student progress and placed the lecturers and students in a rigid relationship as the educator is always the one with the power and knowledge with limited allowance or recognition of the students. By transforming traditional instructional methods, “ScraPoly” fosters a dynamic and engaging learning environment where students are motivated to participate actively. The objective of this paper is to present “ScraPoly”, the board game to teach law courses for students and offers the innovation-based transformations in the education system. This innovative ideas empower students to learn law in interesting and effective ways. Hence, it is hope that with the effective innovations in education, learning and teaching can help produce the needed high-quality learning outcomes and brings the students new phases of learn law courses.
Abdul Razak, F., Osoman, A., & Mohammad Patel, I. F. (2020). Teaching Law to Non-Law Background Students: Challenges and Strategies. International Journal of Humanities and Social Science Invention, 9(3), 51–55. Retrieved from www.ijhssi.org
Bayeck, R. Y. (2020). Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research. Simulation and Gaming, 51(4), 411–431. https://doi.org/10.1177/1046878119901286
Chen, S., Jamiatul Husnaini, S., & Chen, J. J. (2020). Effects of games on students’ emotions of learning science and achievement in chemistry. International Journal of Science Education, 42(13), 2224–2245. https://doi.org/10.1080/09500693.2020.1817607
De Silva, C., & Cowap, C. (n.d.). The Teaching of Law to Non Lawyers.
Eli, T. (2021). Students` Perspectives on the Use of Innovative and Interactive Teaching Methods at the University of Nouakchott Al Aasriya, Mauritania: English Department as a Case Study. International Journal of Technology, Innovation and Management (IJTIM), 1(2), 90–104. https://doi.org/10.54489/ijtim.v1i2.21
Hofer, S. I., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations. Computers in Human Behavior, 121(March), 106789. https://doi.org/10.1016/j.chb.2021.106789
Holbrey, C. E. (2020). Kahoot! Using a game-based approach to blended learning to support effective learning environments and student engagement in traditional lecture theatres. Technology, Pedagogy and Education, 29(2), 191–202. https://doi.org/10.1080/1475939X.2020.1737568
Ibrahim, M. S., Hanafi, N. H., & Nawi, N. F. (2016). Sports Law: Students’ Perception of the Relevance of Learning Legal Aspects in Sports and Recreation Amongst Sport Students in UiTM Negeri Sembilan, Seremban Campus. Journal of Academia UiTM Negeri Sembilan, 4, 21–27.
Kalogiannakis, M., & Papadakis, S. (2019). Evaluating the effectiveness of a game-based learning approach in modifying students’ behavioural outcomes and competence, in an introductory programming course. A case study in Greece. International Journal of Teaching and Case Studies, 10(3), 235. https://doi.org/10.1504/ijtcs.2019.10024369
Kariyawasam, K., & Low, H. Y. (2014). Teaching Business Law to Non-Law Students, Culturally and Linguistically Diverse (‘CaLD’) Students, and Large Classes. Journal of University Teaching & Learning Practice, 11(2), 9. https://doi.org/10.53761/1.11.2.9
Khan, H. A. (2021). Teaching Law to Non-Law Students: The Students Experience. Asia Proceedings of Social Sciences, 8(2), 147–150. https://doi.org/10.31580/APSS.V8I2.1898
Lengyel, P. S. (2020). Can the Game-Based Learning Come?? Virtual Classroom in Higher Education of 21st Century What is The Good Game Like?? Are There Good and Motivating Games to be Used?? Features of The Educational. International Journal of Emerging Technologies in Learning (IJET), 15(2), 112–126.
Lopez-Fernandez, D., Gordillo, A., Alarcon, P. P., & Tovar, E. (2021). Comparing Traditional Teaching and Game-Based Learning Using Teacher-Authored Games on Computer Science Education. IEEE Transactions on Education, 64(4), 367–373. https://doi.org/10.1109/TE.2021.3057849
Low, J. Y., Balakrishnan, B., & Yaacob, M. I. H. (2024). Game-Based Learning: Current Practices and Perceptions of Secondary School Physics Teachers in Malaysia. International Journal of Science, Mathematics and Technology Learning, 31(1), 1–22. https://doi.org/10.18848/2327-7971/CGP/v31i01/1-21
Mahmood, S. (2021). Instructional Strategies for Online Teaching in COVID-19 Pandemic. Human Behavior and Emerging Technologies, 3(1), 199–203. https://doi.org/10.1002/hbe2.218
Manzano-Leon, A., Camacho-Lazarraga, P., Guerrero-Puerta, M. A., Guerrero-Puerta, L., Alias, A., Aguilar-Parra, J. M., & Trigueros, R. (2021). Development and Validation of a Questionnaire on Motivation for Cooperative Playful Learning Strategies. International Journal of Environmental Research and Public Health, 18(3), 1–10. https://doi.org/10.3390/ijerph18030960
Naujokaitiene, J., Tamoliune, G., Volungeviciene, A., & Duart, J. M. (2020). Using learning analytics to engage students: Improving teaching practices through informed interactions. Journal of New Approaches in Educational Research, 9(2), 231–244. https://doi.org/10.7821/naer.2020.7.561
Ng, O. L., Ting, F., Lam, W. H., & Liu, M. (2020). Active Learning in Undergraduate Mathematics Tutorials Via Cooperative Problem-Based Learning and Peer Assessment with Interactive Online Whiteboards. Asia-Pacific Education Researcher, 29(3), 285–294. https://doi.org/10.1007/s40299-019-00481-1
Nieto-Escamez, F. A., & Roldan-Tapia, M. D. (2021). Gamification as Online Teaching Strategy During COVID-19: A Mini-Review. Frontiers in Psychology, 12(May), 1–9. https://doi.org/10.3389/fpsyg.2021.648552
Rahim, M. M. (2015). Lecturing for Non-Law Background Students: Assessing the Cognitive Load of Case and Legislation-based Lecturing Approaches. Corporate Law Teachers Association Conference, 1–21. Queensland University of Technology.
Rosato, J. (1995). All I Ever Needed to Know about Teaching Law School I Learned Teaching Kindergarten: Introducing Gaming Techniques into the Law School Classroom. Journal of Legal Education, 45(4), 568–581. Retrieved from http://works.bepress.com/cgi/viewcontent.cgi?article=1007&context=jennifer_rosato&sei-redir=1&referer=http%3A%2F%2Fscholar.google.co.uk%2Fscholar%3Fhl%3Den%26as_sdt%3D0%2C5%26q%3Dsimulated%2Blaw%2Bfirm%2B#search=%22simulated law firm%22
Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62(December 2020), 231–235. https://doi.org/10.1016/j.amsu.2021.01.051
(Ghadas et al., 2024)
Ghadas, Z. A. A., Aziz, H. A., Razak, F. A., Radzi, M. S. N. M., & Ariffin, R. A. M. (2024). Scrapoly: An Interactive Approach to Learning Law. International Journal of Academic Research in Business and Social Sciences, 14(8), 2624–2631.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode