2.

LITERATURE REVIEW
(a) Article 1:
INVESTIGATING CRITICAL THINKING AND KNOWLEDGE CONSRUCTION IN AN
INTERACTIVE LEARNING ENVIRONEMENT
In the new information years and international economy society, critical thinking and
collaborative knowledge construction become necessary capacity for mankind. The fast increase
of information and communicative technology (ICT) cause the increase in amount of information
available. It is a must for people to have critical thinking skills and solve high complex real life
problems. Everyone must learn to co-operate to solve problems. Therefore, ICT is the source to
participate students in a range of activities which contribute to critical thinking development and
collaborative knowledge construction. In order to promote students critical thinking and
knowledge construction, interactive learning environment (ILE) was design based on
interactivity and constructivist learning theories. The aim is to complete task and build social
relationship since interactivity is a two-way communication between students-students or
students-instructor. There are four types of interactive web-based learning environment, learnercontent, learner-learner, learner-instructor and learner-interface. Constructivism believes that
knowledge is from active learners compared to passive information receiver. Cognitive
constructivism said that students involve in constructing knowledge individually based on
previous experience and what they newly learn. Socio-constructivist said students learn through
co-operation. Therefore, both critical thinking and knowledge connected to each other. Computer
Mediated Communication (CMC) tools used for learners to communicate with others. Many
researches by Wang, Woo and Zhao proved that web-based leaning promote students critical
thinking and knowledge co-construction. The methods that the authors used to reach conclusions
basically with Instructional Multimedia design. In order to host the ILE, E-blogger was chosen as
a platform. It is an experiment or survey paper, students reflections and discussions were
collected and analyzed by following a content analysis approach. The subjects were seventeen
students at National Institute of Education of Singapore. The basic results or findings from the
research shows that writing reflections had potential to promote critical thinking but not all
students thought critically because they find it challenging. Knowledge construction in groups
and in class discussions happened at lower levels.
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(b) Article 2:
TOWARD A NARRATIVE PEDAGOGY FOR INTERACTIVE LEARNING
ENVIRONMENTS
Narrative Interactive Learning Environment will only happen if there is ongoing practice
which very bound up to the one who specially practicing on it. Based on real-world educational
context, this issue does not limit to the educational use of narrative within ILEs and continue
with curricula practices. Normally, the unanswerable questions on narrative will only spill out
into practice. It is believe that ability to narrate can be done by all human by encoding and
retrieving time-sensitive memories. Particularly, our limbic systems known as hippocampus was
specialized in this process but the left side of our brain involve encoding time-based experiences.
Declarative memory is memory of important life story and it is divided into sub-system, episodic
and semantic memory. This is due to the three schematization strategies. Most importantly in
narrative, human expression from point of view of the individual and then from wider cultural
perspective is essential. We use narrative to think about past, predict and plan our future actions
using simulations. (Gee). In order to put narrative under practice, the learners should practice
comprehension and know to enjoy it. They should bring-up the self-expression to gain
experience. The methods that the author, Paul Hazel used to reach the conclusions are coherence;
context and assessment of narratives are then examined within the context of ILEs. This is a
opinion paper, the author find his opinion or idea of a narrative pedagogy which is not new and
within the context of nursing education Diekelmann (2001).

(c) Article 3:
ALTERNATE REALITY GAMES AS LEARNING ENVIRONMENT FOR STUDENT
INDUCTION
The quality of the induction process is one of the important factors that can affect student
possession in this current education system. Therefore, induction activities always take place
when students affected living on their own and studying in a new environment. These induction
activities meet the needs of the students where the students have chance to meet other students
and socialize rather that giving information. Alternate Reality Games (ARGs) is a puzzles and
challenges, collaborative and individual, online and in the real world which players have to
undergo. In this game, students supposed to co-operate to gain desired learning objectives that
features on to the game challenges. Nowadays, potential of computer games for learning
increasing in interest and motivating because students can learn to build their own understanding
by solving the problems themselves and same time apply it to the real world. Students also can
co-operate and collaborate with others to achieve shared goals by building their own strength
developing critical thinking skills. This computer games not only individual-based but also
group-based where the learning is about supporting and monitoring new players and generates
group skills. These ARGs is done for the purpose to traditional method of introducing students to
university life. The methods that the authors, Nicola Whitton, Rosie Jones, Scott Wilson and
Peter Whitton used to reach the conclusions are evaluation, results, lesson learned and raises in
number of questions as to suitability of ARGs in higher education. The subjects were students
from Manchester Metropolitan University. The results and findings from the research is some
students think that ARGs is waste of time because it did not have contact with studies whereas
some did come into contact without realizing it is a game or an activity to help their studies.