تأثیر کاربرد بازی¬وارسازی رو در رو و بازی وارسازی دیجیتال آموزش ریاضی بر پیشرفت تحصیلی و خلاقیت دانش¬آموزان ابتدایی شهر اصفهان
محورهای موضوعی :
سمیرا تیغ بخش
1
,
مریم محمودی
2
,
رضا عباسی بختیاری
3
1 - گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
2 - گروه کامپیوتر، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
3 - گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران
کلید واژه: بازی¬وارسازی رو در رو, پیشرفت تحصیلی, خلاقیت, گیمیفیکیشن دیجیتال.,
چکیده مقاله :
هدف پژوهش حاضر تعیین میزان تأثیر کاربرد بازی وارسازی(گیمیفیکیشن) رو در رو و بازی وارسازی دیجیتال بر پیشرفت تحصیلی و خلاقیت دانش¬آموزان پایه ششم ابتدایی شهر اصفهان در درس ریاضی است. روش پژوهش به لحاظ هدف کاربردی و به لحاظ ماهیت داده ها، شبه¬تجربی با طرح پیش آزمون - پس آزمون با گروه کنترل (گواه) استفاده شده است. جامعه¬ آماری مورد مطالعه در این پژوهش، تعداد کل دانش¬آموزان پایه¬ ششم ابتدایی شهر اصفهان در سال تحصیلی 1402-1401 و روش نمونه¬گیری نیز از نوع روش نمونه¬گیری در دسترس است. ابزارهای گردآوری داده¬ها در سطح میدانی نیز آزمون محقق¬ساخته¬ سنجش پیشرفت درس ریاضی پایه¬ ششم ابتدایی بود. ضریب پایایی کل ابزار پژوهش برابر با 88/0 و در نهایت این آزمون پس از طراحی توسط محقق، به رؤیت 7 نفر از آموزگاران همان پایه و 7نفراز اساتید علوم تربیتی رسیده و روایی آن¬ها تأیید گردید، خلاقیت(تورنس) ضریب پایایی مؤلفه¬های سیالی، ابتکار، انعطاف-پذیری و بسط از طریق بازآزمایی در اجرای اولیه این آزمون به ترتیب 8/0، 82/0 ،84/0، 80/0 محاسبه شده است و درگیری تحصیلی(ریو و تسینگ) ضريب آلفاي كرونباخ این پرسشنامه بالای 7/0 برآورد شده و روایی آن نیز مناسب ارزیابی شده است. نتایج نشان داد بازی¬وارسازی بر خلاقیت و پیشرفت تحصیلی دانش¬آموزان تأثیر مثبت دارد؛ همچنین نتایج پژوهش نشان داد که بازی وارسازی¬ رو در رو در مقایسه با بازی¬وارسازی دیجیتال تأثیر بیشتری بر میزان خلاقیت دانش¬آموزان دارد و نزدیک به 689/0 یا 9/68 درصد از تفاوت¬های فردی در بهبود کلی نمرات پس¬آزمون متغیرهای پژوهش، شامل درگیری تحصیلی، خلاقیت و پیشرفت تحصیلی به تفاوت بین گروه¬ها مربوط است. از این رو، پیشنهاد می¬شود معلمان بازی¬وارسازی را به عنوان یکی از راهبردهای مؤثر در آموزش ریاضیات در این پایه به¬کار گیرند.
The aim of the present study is to determine the effect of face-to-face gamification and digital gamification on the academic achievement and creativity of sixth grade elementary school students in Isfahan in mathematics. This study is an applied research type and to collect data and information in order to achieve the goal, a quasi-experimental research method with a pre-test-post-test design with a control group (verification) was used. The statistical population studied in this study is the total number of sixth grade elementary school students in Isfahan in the academic year 1402 1400 and the sampling method is also a convenience sampling method. Information related to the theoretical sections was collected in a library manner using a card collection tool, and the data collection tools at the field level were a researcher-made test to measure the progress of the sixth grade mathematics lesson. The reliability coefficient of the entire research tool was 0.88. Finally, after the test was designed by the researcher, it was observed by 7 teachers of the same grade and 1 teacher of educational sciences, and its validity was confirmed. Creativity (Torrance) The reliability coefficient of the components of fluidity, openness, flexibility, and expansion through test-retest in the initial implementation of this test was calculated as 0.8, 0.82, 0.84, and 0.80, respectively. Academic engagement (Rue and Ting) The Cronbach's alpha coefficient of this questionnaire was estimated to be above 0.7 and its validity was also assessed as appropriate. Descriptive and inferential statistics were used to analyze the data. The results of the multivariate analysis of covariance (MANCOVA) showed that gamification was effective on students' academic engagement, creativity, and academic achievement. According to the results obtained, it can be said that gamification has a positive effect on students' creativity and academic achievement; the results of the study also showed that face-to-face
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