به کارگیری بازی وارسازی در محیط های یادگیری دیجیتال: محتوای آموزشی، متغیرهای وابسته، سطوح آموزشی
محورهای موضوعی :
1 - استادیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه
کلید واژه: محیط‌های یادگیری, بازی‌وارسازی, محتوای آموزشی, متغیرهای وابسته, سطوح آموزشی,
چکیده مقاله :
یادگیری از طریق بازی‌وارسازی اخیراً توجه معلمان، پزشکان و محققان در موضوعات مختلف و سطوح آموزشی را به خود جلب کرده است. محیط‌های یادگیری بازی وارسازی شده، مجموعه‌ای از شرایط را برای بهبود فرآیند آموزش و یادگیری با ادغام عناصر بازی فراهم می‌کنند. این پژوهش به دنبال بررسی تعداد 54 تا مقاله برای تجزیه و تحلیل برای دست یافتن به سوالات پژوهشی می‌باشد. برای جستجوی مقالات مرتبط از پایگاه های اطلاعاتی محتلف مانند ساینس دایرکت، اسکوپوس، وایلی، آی تری ایی اکسپلور، اریک، وب آف ساینس، کتابخانه دیجیتال ا سی ام استفاده شد. بازه زمانی جستجوی این پژوهش سیستماتیک به سال 2008 تا 2021 محدود شده است. پس از محدود کردن جستجو به بازه زمانی و سایر معیارها بررسی، در مجموع 54 مقاله مورد تجزیه و تحلیل نهایی قرار گرفت. یافته ها حاکی از این است از بازی وارسازی برای بازی وار کردن موضوعات آموزشی متفاوتی از جمله زبان، علوم، ریاضی، اقتصاد و .. استفاده شده است. بیشترین موضوعات آموزشی بازی وارسازی شده به ترتیب شامل زبان انگلیسی و ریاضی بوده و کمترین موضوعات آموزشی یازی وارسازی شده مرتبط به مدیریت، هنر، و جغرافیا می باشد. در محتواهای آموزشی بازی وارسازی شده متغیرهای وابسته متنوعی بررسی شده اند که شامل عملکرد یادگیری، خلاقیت، همکاری، تعامل، پیشرفت تحصیلی، انگیزه، نگرش، خود تنظیمی و درگیری می باشد. در میان این متغیر های وابسته بررسی شده در مقالات بیشتر فراوانی مربوط به عملکرد یادگیری می‌باشد. یافته‌های این مطالعه، پیشنهادات و بینش‌هایی را به مربیان و پژوهشگران برای پژوهش های آتی ارائه می‌دهد.
چکیده انگلیسی:
Learning through gamification has recently attracted the attention of teachers, practitioners and researchers in different subjects and educational levels. Gamified learning environments provide a set of conditions to improve the teaching and learning process by integrating game elements. This research seeks to examine the number of 54 articles for analysis to achieve research questions. Various databases such as Science Direct, Scopus, Wiley, IEEE Explorer, Eric, Web of Science, ACM Digital Library were used to search for related articles. The search period of this systematic research is limited to 2008 to 2021. After limiting the search by time frame and other review criteria, a total of 54 articles were included in the final analysis. The findings indicate that gamification has been used to gamify different educational subjects such as language, science, math, economics, etc. The most gamified educational subjects include English and mathematics, respectively, and the least gamified educational subjects are related to management, art, and geography. Various dependent variables have been investigated in the educational contents of gamified environments, which include learning performance, creativity, cooperation, interaction, academic progress, motivation, attitude, self-regulation and conflict. Among these dependent variables examined in the articles, most of them are related to learning performance. The findings of this study provide suggestions and insights to educators and researchers for future research.
منابع و مأخذ:
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