تأثیر طراحی آموزشی مبتنی بر بازی وارسازی بر خودپنداره تحصیلی دانش¬آموزان
محورهای موضوعی :
دریا مغیثی
1
,
فاطمه جعفرخانی
2
,
مجتبی رضایی راد
3
1 - کارشناسی ارشد تکنولوژی آموزشی دانشگاه علامه طباطبائی تهران، ایران
2 - استادیار گروه تکنولوژی آموزشی دانشگاه علامه طباطبائی تهران، ایران
3 - استادیار گروه تکنولوژی آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران
کلید واژه: بازی وارسازی, طراحی آموزشی, خودپنداره تحصیلی.,
چکیده مقاله :
پژوهش حاضر در تلاش است تا با یک طراحی آموزشی مناسب، تأثیر بازی وارسازی را بر خودپنداره تحصیلی در دانش آموزان پایه چهارم ابتدایی بررسی کند. این پژوهش به شیوه شبه آزمایش و با طرح پیش آزمون- پس آزمون با گروه کنترل صورت گرفت. جامعه آماری در این پژوهش دانش آموزان دختر پایه چهارم ابتدایی شهرستان ساری در سال 1402-1403 بودکه بر اساس نمونه گیری در دسترس،63 نفر از آن‌ها به عنوان نمونه انتخاب و د ر دو گروه آزمایش( 31 نفر) و کنترل( 32 نفر) به طور تصادفی قرار گرفتند و طراحی فرآیند یادگیری و آموزش در پلت فرم اجوچال برای گروه آزمایش اجراء شد. ابزار پژوهش، پرسش‌نامه خودپنداره تحصیلی یسن چن (2004) بر اساس پژوهش‌های معتبر است که روایی صوری و محتوایی آن، مورد تأیید گزارش شده است. تجزیه¬و¬تحلیل داده¬ها با استفاده از روش¬های آمار توصیفی (محاسبه میانگین و انحراف استاندارد) و روش¬های آمار استنباطی، استفاده از آزمون¬های تحلیل کوواریانس یک متغیره و تحلیل کواریانس چند متغیره در سطح معناداری 05/0=α، انجام شده است. یافته‌های پژوهش نشان داد که تفاوت نمرات بین پس آزمون در دو گروه آزمایش و کنترل، معنادار است و طراحی آموزشی مبتنی بر بازی وارسازی بر خودپنداره تحصیلی دانش آموزان تأثیر مثبت دارد.
The current research is trying to investigate the effect of gamification on academic self-concept in fourth grade elementary students with a suitable educational design. This research was conducted as a quasi-experiment with a pre-test-post-test design with a control group. The statistical population in this research was the fourth grade female students of Sari city in 1402-1403, based on the available sampling, 63 of them were selected as a sample and divided into two experimental groups (31 people) and control groups. 32 people) were randomly placed and the design of the learning and teaching process was implemented in the Ajochal platform for the experimental group. The research tool is Yasen Chen's academic self-concept questionnaire (2004) based on authentic researches, whose formal and content validity has been confirmed. Data analysis using descriptive statistics methods (calculation of mean and standard deviation) and inferential statistics methods, using univariate covariance analysis and multivariate covariance analysis tests at a significance level of 0.05 =α, has been done. The findings of the research showed that the difference in scores between the post-test in the two experimental and control groups is significant and educational design based on gamification has a positive effect on students' academic self-concept.
References
Ahmed, A. A. A., Widodo, M., Komariah, A., Hassan, I., Sukmana, N., Ali, M. H., ... & Rohi, A. (2022). Assessing the effects of gamification on developing EFL Learners’ idiomatic knowledge: Do attitudinal factors contribute to the learning of the idioms with the game?. Education Research International, 2022, 1-10.
Alt, D., & Raichel, N. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101, 101561
Burks, M. (2019). An Investigation of Racial Identity, Self-Esteem and Its Relationship to Academic Self-Concept among African American Undergraduate Students at Historically Black Colleges and Universities (Doctoral dissertation, Tennessee State University).
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & education, 80, 152-161.
Juvonen, J., Espinoza, G., & Knifsend, C. (2012). The role of peer relationships in student academic and extracurricular engagement. In Handbook of research on student engagement (pp. 387-401). Boston, MA: Springer US.
Kam, A. H., & Umar ,I. N. (2023). Would gamification affect high and low achievers differently? A study on the moderating effects of academic achievement level. Education and Information Technologies, 28(7), 8075-8095
Kaya, M., & Erdem, C. (2021). Students’ well-being and academic achievement: A meta-analysis study. Child Indicators Research, 14(5), 1743-1767.
Kaya, O. S., & Ercag, E. (2023). The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow. Education and Information Technologies, 28(8), 10053-10078.
Kim, J. T., & Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74, 8483-8493.
Kim, J. T., & Lee, W. H. (2015). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications, 74, 8483-8493.
Marks, P. (2021). A Multicase Study of Alaskan High School Teachers’ Adoption of Digital Elements of Gamification (Doctoral dissertation, Walden University).
Marsh, H. W., & Martin, A. J. (2011). Academic self‐concept and academic achievement: Relations and causal ordering. British journal of educational psychology, 81(1), 59-77.
Marsh, H. W., Basarkod, G., Pekrun, R., Dicke, T., Parker, P. D., & Guo, J. (2018). Academic Self-Concept Formation: A Three-Faceted Model of Psychological Comparison Processes.
Marsh, H., Seaton, M., Dicke, T., Parker, P., & Horwood, M. (2019). The centrality of academic self-concept to motivation and learning, Publisher
Cambridge University Press, Chapter 2,p: 36 – 62.
Nazari, Abulfazl (2019). Predicting the academic performance of secondary school students based on metacognitive strategies, academic self-concept and learning styles. Master's thesis. Senior Psychology. Payam Noor university.
Nowrozi, Dariush; Razavi, Abbas (2023). Basics of educational design. Publisher: Samt.
Saif, Ali Akbar (2023). Psychology of learning and education. Eighth edition. Tehran: Doran.
Toda, Armando; Cristia, I. and Isotani, S.J. (2023). Gamification design in the educational process: theoretical and practical achievements. Translation: Jafarkhani, Fatima and Mughithi, Darya (2023). Tehran: Basis-e-Khord Publishing House and Center for Scientific-Applied Education of Culture and Art