تأثیر کاربرد بازی¬وارسازی رو در رو و بازی وارسازی دیجیتال آموزش ریاضی بر پیشرفت تحصیلی و خلاقیت دانش¬آموزان ابتدایی شهر اصفهان
الموضوعات :
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
الکلمات المفتاحية: بازی¬وارسازی رو در رو, پیشرفت تحصیلی, خلاقیت, گیمیفیکیشن دیجیتال.,
ملخص المقالة :
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.
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