واکاوی پیامدهای آموزش مبتنی بر بازی وارسازی (گیمیفیکیشن) در مدارس ایران (یک مطالعه فراترکیب)
محورهای موضوعی :
پریناز رحمانی باروجی
1
,
علی خالق خواه
2
,
جمال حاجی
3
1 - گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران، تهران، ایران
2 - استاد گروه علوم تربیتی، دانشگاه محقق اردبیلی، اردبیل، ایران
3 - گروه مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی دانشگاه محقق اردبیلی، اردبیل، ایران
کلید واژه: آموزش, پیامد, گیمیفیکیشن, مدارس, فراترکیب,
چکیده مقاله :
پژوهش حاضر به روش کیفی فراترکیب و با هدف کاربردی در راستای واکاوی پیامدهای آموزش مبتی بر بازی وارسازی(گیمیفیکیشن) در مدارس ایران انجام شده است. جامعه آماری شامل تمامی پژوهش‌های مرتبط است که بین سال‌های ۱۳۹۵ تا ۱۴۰۳ در پایگاه‌های معتبر داخلی ازجمله جهاد دانشگاهی، نورمگز، مگیران، پرتال جامع علوم انسانی و سیویلیکا، علم نت منتشر شده‌اند. برای بررسی پژوهش‌ها از روش هفت مرحله‌ای سندلوسکی و باروسو استفاده شد. با روش نمونه‌گیری هدفمند، از میان ۴۵ مطالعه اولیه، ۱۵ مقاله در فرایند غربالگری براساس عنوان، چکیده، محتوا و روش پژوهش انتخاب گردید و برای ارزیابی کیفیت مطالعات منتخب، از ابزارCASP (برنامه مهارت‌های ارزیابی انتقادی) استفاده شد. پژوهشگران با استفاده از روش تحلیل مضمون، 128 کد اولیه را استخراج کرده و از طریق کدگذاری محوری این کدها را در قالب 19 مضمون فرعی دسته‌بندی کردند. سپس با تجمیع مضامین فرعی مرتبط، به 5 مضمون اصلی رسیدند که عبارتند از: فردی (ارتقاء انگیزه، بهبود رفتارهای سازنده، توسعه مهارت‌ها، افزایش تعاملات، بهزیستی روانشناختی)، آموزشی (بهبود آموزش و یادگیری، توسعه محتوای متناسب با بازی وارسازی، تحقق بهینه اهداف آموزشی، مدیریت کارآمد کلاس درس)، محیطی (اقتصادی، اجتماعی، سیاست‌گذاری، محیط زیست، مدیریت مصرف منابع، انتقال آموزش به محیط کار)، تربیتی (تربیت دینی، تربیت فرهنگی) و تکنولوژی و فناوری (توسعه زیرساخت های تجهیزات و فناوری، توسعه و تکامل بازی وارسازی).
The present study was conducted using a qualitative meta-synthesis method with an applied goal to analyze the Consequences of gamification-based education in Iranian schools. The statistical population included all related studies published between 2016 and 2024 in credible domestic databases such as SID, Noormags, Magiran, the Humanities Comprehensive Portal, Civilica, and ElmNet. Sandelowski and Barroso’s seven-step method was employed to review the studies. Using purposive sampling, 15 articles were selected from an initial pool of 45 based on screening criteria including title, abstract, content, and research method. To evaluate the quality of the selected studies, the CASP tool (Critical Appraisal Skills Program) was utilized. Through thematic analysis, the researchers extracted 128 initial codes, which were categorized into 19 sub-themes via axial coding. By consolidating the related sub-themes, they identified five main themes: Individual (Enhancing motivation, improving constructive behaviors, developing skills, increasing interactions, and promoting psychological well-being); Educational (Improving teaching and learning, developing content aligned with gamification, optimizing educational objectives, and efficient classroom management); Environmental (Economic, social, policy-making, environmental, resource management, and transferring education to the workplace); Training (Religious and cultural training); Technology and Innovation (Developing infrastructure, equipment, and technologies, advancing and evolving gamification).
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