ارزیابی تاثیر گیمیفیکیشن (آموزش مبتنی بر بازی) در بهبود مدیریت فرایند یادگیری مفاهیم ریاضی پایه چهارم ابتدایی
محورهای موضوعی : آموزش و پرورش
1 - آموزش و پرورش طارم
2 - گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه شهید مدنی، تبریز، ایران
کلید واژه: گیمیفیکیشن, درس ریاضی, یادگیری, برنامه درسی, دوره ابتدایی,
چکیده مقاله :
مقدمه و هدف: یکی از دروسی که همواره در برنامه درسی جایگاه کلیدی داشته و در عصر حاضر، یک نیاز ضروری به حساب میآید، ریاضیات است. اما آموزش و یادگیری این درس، با چالشهای فراوانی مانند کمبود انگیزه و افزایش اضطراب روبروست که منجر به عدم یادگیری صحیح و افت تحصیلی روزافزون دانشآموزان میشود. این نشان میدهد که لازم است وضعیت فعلی آموزش ریاضیات در کشور تغییر کند و به سمت روشهای نوین هدایت شود. یکی از این روشها، استفاده از گیمیفیکیشن در آموزش میباشد. هدف پژوهش حاضر، بررسی اثربخشی گیمیفیکیشن بر یادگیری مفاهیم برنامه درسی ریاضی دانش آموزان پایه چهارم ابتدایی است.
روش شناسی پژوهش: رویکرد پژوهش، کمی و روش پژوهش نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری، دانش آموزان پایه چهارم شهرستان طارم می باشد که بر اساس نمونه گیری دردسترس، تعداد 40 نفر از آن ها انتخاب و در دو گروه 20 نفره گروه آزمایش و کنترل قرار گرفتند. دانش آموزان گروه آزمایش، طی 12 جلسه براساس سناریوی گیمیفیکیشن ریاضی آموزش دیدند؛ درحالیکه در گروه کنترل، از روش مرسوم برای آموزش ریاضی استفاده گردید. ابزار مورد استفاده در این پژوهش یک سناریوی گیمیفیکیشن ریاضی و آزمون محققساخته بود که آلفای کرونباخ آزمون یادگیری 939/0 محاسبه شد که بیانگر پایایی قابل قبول آن است. تجزیه و تحلیل داده ها با بهره گیری از آمار توصیفی و استنباطی، به کمک نرم افزار SPSS24 انجام شد که در سطح آمار توصیفی شاخص هایی مانند میانگین، انحراف معیار و دامنه ی تغییرات استفاده شد.
یافته ها: نتایج نشان داد که استفاده از روش گیمیفیکیشن در آموزش درس ریاضیات در پایه چهارم، منجر به افزایش فرایند یادگیری میشود.
بحث و نتیجه گیری: بهرهبرداری از این نتایج پژوهشی، میتواند توسط دبیران، مولفان کتب درسی، برنامهریزان و تکنولوژیستهای آموزشی صورت گیرد تا روشهای آموزشی بهبود یابند.
Introduction and Objective: Mathematics has always held a pivotal position in the curriculum and is considered an essential skill in the modern era. However, teaching and learning mathematics face numerous challenges, such as a lack of motivation and increased anxiety, which result in improper learning and a growing academic decline among students. This underscores the need to transform the current state of mathematics education in the country and adopt innovative teaching methods. One such method is the application of gamification in education. The present study aims to examine the effectiveness of gamification in teaching mathematical concepts to fourth-grade elementary school students.
Methodology: The study employed a quantitative approach with a quasi-experimental design, including pre-test and post-test with a control group. The statistical population comprised fourth-grade students in Tarom County. Using convenience sampling, 40 students were selected and divided into two groups: 20 in the experimental group and 20 in the control group. The experimental group underwent 12 sessions of gamified mathematics instruction based on a designed scenario, while the control group was taught using traditional methods. The research tools included a gamification scenario for mathematics and a researcher-developed test. The reliability of the learning test, measured using Cronbach’s alpha, was 0.939, indicating high reliability. Data were analyzed using descriptive and inferential statistics with SPSS24 software. Descriptive statistics included measures such as mean, standard deviation, and range of variation.
Findings: The results demonstrated that the use of gamification in teaching fourth-grade mathematics significantly enhanced the learning process.
Discussion and Conclusion: The findings of this study can be utilized by teachers, textbook authors, curriculum planners, and educational technologists to improve teaching methods.
References
1. Abdi, H. (2020). Investigating the effect of gamified teaching on mathematics anxiety and motivation in ninth-grade students. Master's thesis, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Shahid Rajaei Teacher Training University, Tehran, Iran. [in persian].
2. Alzoubi, K. (2023). The Effectiveness of the Application of Game-Based E-Learning on Academic Achievement in Mathematics for Students in Jordan. International Journal of Engineering Pedagogy (iJEP), 13. https://doi.org/10.3991/ijep.v13i6.41961.
3. Amini, A., & Baniadi Nayini, A. (2016). Investigating the status and importance of gamification along with an example of its use in the classroom (a case study). International Conference on Psychology and Educational Sciences, Law, and Social Sciences in the Beginning of the Third Millennium, Shiraz, Iran. [in persian].
4. Amininezhad, P., Zeydabadi, R., & Talebi, H. (2016). The effect of competitive collaborative games on interpersonal relationships and group cohesion of children. Second National Conference on New Achievements in Physical Education and Sports, Chabahar. [in persian].
5. Araghi, D., Khanjani, N., & Habibi Barazandeh, D. (2018). Teaching mathematics through gamification. In Proceedings of the 5th National Conference on New Research in Humanities and Social Sciences in Iran (with a participatory culture approach), Tehran, Iran. [in persian].
6. Araya, R., Arias Ortiz, E., Bottan, N. L., & Cristia, J. (2019). Does gamification in education work? Experimental evidence from Chile (No. IDB-WP-982). IDB Working Paper Series.
7. Baradaran, H. (2021). The effect of gamification on learning science in fourth-grade students in the first region of Alborz province. Advances in Psychology, Educational Sciences, and Education, 46, 190-203. [in persian].
8. Betoli, Z., Fahimnia, F., Naghshineh, N., & Mirhosseini, F. (2019). Review and investigation of research in the field of gamification in e-learning. Educational Technology, 13(3), 700-712. [in persian].
9. Esmaeili Goujari, S., Aliabadi, K., & Pourrostayi Ardekan, S. (2017). The effect of multiplayer educational computer games on learning and motivation of students. Studies in Modern Media, 11(3), 195-223. [in persian].
10. Habibi, H., Parsa, A., & Rezvani, S. A. (2018). A comparison of the effect of teacher-centered and game-centered methods of teaching mathematics on motivation and academic achievement of seventh-grade students. Second Conference on Mathematics Education and Application, Kermanshah. [in persian].
11. Hadipour, M., & Sina, H. (2024). The impact of game-based teaching methods on assertiveness and school bonding among fifth-grade female students in Sarvestan County. New Approaches in Educational Management, 15(1), 19–29. https://doi.org/10.30495/jedu.2024.26377.5261. [in persian].
12. Hamari, J. (2015). Gamification: Motivations & Effects. Helsinki, Finland: Aalto University Publication Series.
13. Heidari, S. (2019). A comparison of the effect of two teaching methods, game-based and traditional, on mathematics learning of elementary school girls. Master's thesis, Department of Educational Sciences, West Institute, Ilam, Iran. [in persian].
14. Hossein Khanzadeh, A., Ebrahimi, S., Khodakarami, F., & Hassirchaman, E. (2019). The effect of teaching through motor games on learning concepts and interest in mathematics in delayed learners. Journal of Psychological Sciences, 18(79), 797-806. [in persian].
15. Hursen, C., & Bas, C. (2019). Use of gamification applications in Science Education. International Journal of Emerging Technologies in Learning (IJET), 14(01), 4–23.
16. Jafari Zare, S., Jafari Zare, H., & Lotfi, E. (2020). The role of targeted educational games teaching method in the interaction of elementary school students. Second National Conference on Elementary Mathematics Education, Gorgan. [in persian].
17. Kavyani Far, S., Salari, Y., & Barghamadi, E. (2017). The necessity of using serious educational games and gamification in elementary education. National Conference on New Achievements in World Education, Psychology, Law, and Socio-Cultural Studies, Alzahra Islamic Azad University, Zarghan. [in persian].
18. Kotob, M. M., & Ibrahim, A. (2019). Gamification: The effect on students’ motivation and achievement in language learning. Journal of Applied Linguistics and Language Research, 6(1), 177-198.
19. Lin, C. H., Huang, S. H., Shih, J. L., Covaci, A., & Ghinea, G. (2017, July). Game-based learning effectiveness and motivation study between competitive and cooperative modes. In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) (pp. 123-127). IEEE.
20. Mahmoudi, M. (2016). Investigating the effect of educational games on attitude towards mathematics and learning some mathematical concepts in sixth grade. Master's thesis, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, Tehran, Iran. [in persian].
21. Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in human behavior, 71, 525-534.
22. Mollami, G. (2019). Investigating the effect of games on the level of learning in elementary school mathematics. Ormuzd Journal, 47(2), 84-91. [in persian].
23. Moon, J., & Ke, F. (2020). In-game actions to promote game-based math learning engagement. Journal of Educational Computing Research, 58(4), 863-885.
24. Saber, M. (2016). The effect of mathematics education through gaming on mathematics performance in elementary school. Tehran: Minoufar Publications. [in persian].
25. Saberian, H., Kari Tarbati, A., Gholizahi Zaveh, M., & Salehi Karizaki, A. (2023). The effect of game-based teaching method on learning mathematics. Thirteenth International Conference on Management and Humanities Research, Tehran. [in persian].
26. Safaei Mohadd, S., & Rikhtehgarzadeh, S. M. (2018). The effect of gaming on motivation and learning of employees in participatory management training courses in Pars Oil and Gas Company, Tehran Province. Training and Human Resource Development, 5(16), 79-96. [in persian].
27. Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666.
28. Sharafi, M., & Davoodi, M. (2018). The effectiveness of metacognitive strategies training on self-directed learning and academic progress in mathematics and Persian literature among first-year high school students in Shush County. New Approaches in Educational Management, 9(36), 147–170. https://dorl.net/dor/20.1001.1.20086369.1397.9.36.8.3. [in persian].
29. Türkmen, G. P., & Soybaş, D. (2019). The effect of gamification method on students' achievements and attitudes towards mathematics. Bartın University Journal of Faculty of Education, 8(1), 258-298.
30. Vankúš, P. (2019). Comparison of methodologies in assessing effectiveness of game-based learning in mathematics education. https://doi.org/10.21125/iceri.2019.0482.
31. Werbach, K., Hunter, D., & Dixon, W. (2012). For the win: How game thinking can revolutionize your business (Vol. 1). Philadelphia: Wharton digital press.
32. Widayanti, L., & Rahayu, W. (2022). The effectiveness of Teams Games Tournament in bilingual mathematics learning against activities and learning outcome. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11, 3565. https://doi.org/10.24127/ajpm.v11i4.6186.
33. Yavatian, N. (2021). Gamification in mathematics education. Mathematical Education Development, 3(38), 13-18. [in persian].
34. Yeh, C. Y. C., Cheng, H. N. H., Chen, Z.-H., Liao, C. C.Y., & Chan, T.-W. (2019). Enhancing achievement and interest in mathematics learning through Math-Island. Research and Practice in Technology Enhanced Learning, 14(1), 1-19.
35. Zia Nejad Shirazi, A., Sohrabi Shegefti, N., Kouroshnia, M., Boghouli, H., & Kazemi, S. (2023). Developing a differential equation model of school-related factors affecting performance in TIMSS 2019 for fourth-grade students with high and low performance. New Approaches in Educational Management, 13(6), 143–154. https://doi.org/10.30495/jedu.2023.30194.6044. [in persian].
36. Zyani, M., & Tajfar, A. (2017). The effect of gamification on educational outcomes of learners. First National Conference on Advances and Opportunities in Information and Communication Technology, Teachers University, Tehran. [in persian].