تاثیر سهولت و لذت ادراک شده بر مشارکت و عملکرد یادگیری دانش‌آموزان با نقش میانجی یادگیری مبتنی بر بازی تلفن همراه
محورهای موضوعی : آموزش مجازی
سیده خدیجه معافی مدنی
1
(گروه علوم تربیتی، دانشگاه آزاد اسلامی، تنکابن، ایران)
زهره اسحق یزدآبادی
2
(گروه روانشناسی، دانشگاه آزاد اسلامی، تنکابن، ایران)
کلید واژه: مشارکت, سهولت ادراک‌شده, لذت ادراک‌شده, عملکرد یادگیری دانش‌آموزان, یادگیری مبتنی بر بازی تلفن همراه,
چکیده مقاله :
مطالعه حاضر با هدف بررسی تأثیر سهولت و لذت ادراک‌شده بر مشارکت و عملکرد یادگیری دانش‌آموزان با نقش میانجی یادگیری مبتنی بر بازی تلفن همراه در شهر تنکابن انجام شد. روش پژوهش توصیفی- همبستگی بود. جامعه آماری این پژوهش دانش‌آموزان دختر مدارس دولتی دوره دوم ابتدایی (پایه‌های چهارم، پنج و ششم) شهر تنکابن بودند که بر اساس جدول کرجسی و مورگان با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای جند مرحله‌ای 204 دانش‌آموز انتخاب شدند. ابزار جمع‌آوری داده‌ها پرسشنامه سهولت و لذت ادراک‌شده Venkatesh, & Bala (2008) ، یادگیری مبتنی بر بازی تلفن همراه Mivehchi, & Rajabion (2020)، مشارکت دانش‌آموزان Reeve (2013) و عملکرد تحصیلی Tawafak et al (2021) می‌باشد که روایی و پایایی آن مورد تایید قرار گرفت.. تجزیه‌وتحلیل داده‌ها با استفاده از مدلسازی معادلات ساختاری نشان داد سهولت و لذت ادراک شده با نقش میانجی یادگیری مبتنی بر بازی تلفن همراه بر مشارکت یادگیری دانش‌آموزان (به‌ترتیب با ضریب مسیر 225/0 و 215/0) تأثیر مثبت معنادار و سهولت و لذت ادراک‌شده با نقش میانجی یادگیری مبتنی بر بازی تلفن همراه بر عملکرد یادگیری دانش‌آموزان (به‌ترتیب ضریب مسیر 225/0 و 211/0) تأثیر مثبت معنادار دارد.
The present study was conducted with the aim of investigating the effect of perceived ease and pleasure on students' participation and learning performance with the mediating role of mobile phone-based learning in female students of the second year of elementary school in Tonkabon city. The research method was descriptive-correlation. The statistical population of this research was the female students of public schools of the second period of elementary school (4th, 5th and 6th grades) in Tunkabon city, 204 students were selected based on the Karjesi and Morgan table using the staged random cluster sampling method. Data collection tools Venkatesh, & Bala (2008) Perceived ease and enjoyment questionnaire, Mivehchi, & Rajabion (2020) mobile game-based learning, Reeve (2013) student participation and Tawafak et al (2021) academic performance ) and its validity and reliability were confirmed. Data analysis using structural equation modeling showed the ease and perceived pleasure with the mediating role of mobile game-based learning on students' learning participation (respectively with path coefficient 0.225 and 0.215) significant positive effect and perceived ease and enjoyment with the mediating role of mobile game-based learning on students' learning performance (path coefficient 0.225 and 0.211 respectively) significant positive effect has it.
Adeoye, I., Adanikin, A., Adanikin, A. (2020). COVID-19 and E-Learning: Nigeria Tertiary Education System Experience, International Journal of Research and Innovation in Applied Science (IJRIAS), 28-31.
Alijani Alijanvand, E., Rashidi. H., Abdollahi, S., Aghveranluei,M. & Dasturani, M. (2021). Investigating the effect of online multiplayer game in a participatory situation on students' academic motivation and learning. Information and communication technology in educational sciences. 13(2), 101-121.
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261–5280.
Al-Tawil, L., Aldokhayel, S., Zeitouni , L., Qadoumi , T., Hussein , S., Ahamed, S.S. (2020). Prevalence of self-reported computer vision syndrome symptoms and its associated factors among university students, European Journal of Ophthalmology, 30 (1).
Bahmani, M. Safai Movahed., S. Hakimzadeh R. Ataran, M. Alavi Moghadam, B. Javadipour, M. Salehi, K. (2016). Evaluating the rate of engagement and academic achievement of high school students by using flipped classroom instruction. Applied Psychology Research (Psychology and Educational Sciences). 8(2). 35-49.
Bond, M., Buntins, K., & Bedenlier, S. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17 (2), 1-30.
Chang, C. Y., & Hwang, G. J. (2019). Trends in digital game-based learning in the mobile era: A systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organization, 13(1), 68–90.
Fazlali, M. Farshidi, F. (2016).The Study of Cell Phone Use and its Relationship with Sleep Quality and Academic Performance of High School Students. Information and communication technology in educational sciences.6(4). 5-21.
Heydari, H., Alborzi, M., Musa Khani, M. (2015). Factors influencing students to use social networks as a virtual education network. Human and information interaction. 10, 56-68.
Huizenga, J., Admiraal, W., Ten Dam, G., & Voogt, J. (2019). Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes. Computers in Human Behavior, 99, 137–143.
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713.
khademi, Y., Sattari, S. (2021). Evaluation and Prioritization of types of Interaction and Participation in E-learning Environment using Hierarchical Analysis Process (AHP). Information and communication technology in educational sciences. 11(3),87-107.
Krouska, A., Troussas, C., & Sgouropoulou, C. (2020c). Usability and Educational Affordance of Web 2.0 tools from Teachers’ Perspectives. In 24th Pan-Hellenic Conference on Informatics, 107–110.
Krouska, A., Troussas, C., & Sgouropoulou, C. (2021). Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions. Education and Information Technologies, 1-13.
Mivehchi, L., & Rajabion, L. (2020). A framework for evaluating the impact of mobile games, technological innovation and collaborative learning on students’ motivation. Human Systems Management, 39 (1), 27–36.
Murphy, M. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41 (3), 1-14.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3 (1), 100101.
Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health, 17(21), 8002.
Ranjbar Kouchaksaraei, S., Jannati,Y., Rohaninasab ,M., & Nikjo. P. (2021). The education users’ opinion about the E-learning in Covid-19 pandemic in the world: a review study. Scientific Research Journal of Organizational Excellence. 10 (4),41-51
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of educational psychology, 105(3), 579.
Tawafak, R., AlFarsi, G., Jabbar, J., Malik, S. I., Mathew, R., AlSidiri, A., et al. (2021). Impact of Technologies During COVID-19 Pandemic for Improving Behavior Intention to Use E-learning. International Journal of Interactive Mobile Technologies (iJIM), 15(1), 184-198.
Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers & Education, 144, 103698.
Venkatesh, V. & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions, Decision Sciences (39:2), 273-315.
Zakaria, N. Y., Zaini, H., Hamdan, F., & Norman, H. (2018). Mobile game-based learning for online assessment in collaborative learning. International Journal of Engineering and Technology, 7, 80–85.
Zainuddin, Z., Perera, C.J., Haruna, H., Habiburrahim, H. (2020). Literacy in the new norm: stay-home game plan for parents, Information and Learning Sciences ahead-of-print, 30 (1).
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Adeoye, I., Adanikin, A., Adanikin, A. (2020). COVID-19 and E-Learning: Nigeria Tertiary Education System Experience, International Journal of Research and Innovation in Applied Science (IJRIAS), 28-31.
Alijani Alijanvand, E., Rashidi. H., Abdollahi, S., Aghveranluei,M. & Dasturani, M. (2021). Investigating the effect of online multiplayer game in a participatory situation on students' academic motivation and learning. Information and communication technology in educational sciences. 13(2), 101-121.
Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261–5280.
Al-Tawil, L., Aldokhayel, S., Zeitouni , L., Qadoumi , T., Hussein , S., Ahamed, S.S. (2020). Prevalence of self-reported computer vision syndrome symptoms and its associated factors among university students, European Journal of Ophthalmology, 30 (1).
Bahmani, M. Safai Movahed., S. Hakimzadeh R. Ataran, M. Alavi Moghadam, B. Javadipour, M. Salehi, K. (2016). Evaluating the rate of engagement and academic achievement of high school students by using flipped classroom instruction. Applied Psychology Research (Psychology and Educational Sciences). 8(2). 35-49.
Bond, M., Buntins, K., & Bedenlier, S. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17 (2), 1-30.
Chang, C. Y., & Hwang, G. J. (2019). Trends in digital game-based learning in the mobile era: A systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organization, 13(1), 68–90.
Fazlali, M. Farshidi, F. (2016).The Study of Cell Phone Use and its Relationship with Sleep Quality and Academic Performance of High School Students. Information and communication technology in educational sciences.6(4). 5-21.
Heydari, H., Alborzi, M., Musa Khani, M. (2015). Factors influencing students to use social networks as a virtual education network. Human and information interaction. 10, 56-68.
Huizenga, J., Admiraal, W., Ten Dam, G., & Voogt, J. (2019). Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes. Computers in Human Behavior, 99, 137–143.
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. L. (2021). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in Human Behavior, 119, 106713.
khademi, Y., Sattari, S. (2021). Evaluation and Prioritization of types of Interaction and Participation in E-learning Environment using Hierarchical Analysis Process (AHP). Information and communication technology in educational sciences. 11(3),87-107.
Krouska, A., Troussas, C., & Sgouropoulou, C. (2020c). Usability and Educational Affordance of Web 2.0 tools from Teachers’ Perspectives. In 24th Pan-Hellenic Conference on Informatics, 107–110.
Krouska, A., Troussas, C., & Sgouropoulou, C. (2021). Mobile game-based learning as a solution in COVID-19 era: Modeling the pedagogical affordance and student interactions. Education and Information Technologies, 1-13.
Mivehchi, L., & Rajabion, L. (2020). A framework for evaluating the impact of mobile games, technological innovation and collaborative learning on students’ motivation. Human Systems Management, 39 (1), 27–36.
Murphy, M. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41 (3), 1-14.
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences & Humanities Open, 3 (1), 100101.
Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health, 17(21), 8002.
Ranjbar Kouchaksaraei, S., Jannati,Y., Rohaninasab ,M., & Nikjo. P. (2021). The education users’ opinion about the E-learning in Covid-19 pandemic in the world: a review study. Scientific Research Journal of Organizational Excellence. 10 (4),41-51
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of educational psychology, 105(3), 579.
Tawafak, R., AlFarsi, G., Jabbar, J., Malik, S. I., Mathew, R., AlSidiri, A., et al. (2021). Impact of Technologies During COVID-19 Pandemic for Improving Behavior Intention to Use E-learning. International Journal of Interactive Mobile Technologies (iJIM), 15(1), 184-198.
Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers & Education, 144, 103698.
Venkatesh, V. & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions, Decision Sciences (39:2), 273-315.
Zakaria, N. Y., Zaini, H., Hamdan, F., & Norman, H. (2018). Mobile game-based learning for online assessment in collaborative learning. International Journal of Engineering and Technology, 7, 80–85.
Zainuddin, Z., Perera, C.J., Haruna, H., Habiburrahim, H. (2020). Literacy in the new norm: stay-home game plan for parents, Information and Learning Sciences ahead-of-print, 30 (1).