Investigating the effect of online multiplayer game in a participatory situation on students' academic motivation and learning
Subject Areas : Infomartion Technology
Eskandar
Alijani Alijanvand
1
(Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran)
Hasan
rashidi
2
(Assistant ProfessorAllameh Tabatabai University)
safiye
Abdollahi
3
(Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University)
Milad
Aghveranluei
4
(Department of Educational Technology, Allameh Tabatabai University, Tehran, Iran)
Mehran
Dasturani
5
(Department of Educational Technology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University)
Keywords: Learning, Academic motivation, Social Studies, sixth grade, online multiplayer game, participatory situation,
Abstract :
The purpose of this study is to determine the effectiveness of online multiplayer game in a participatory situation on academic motivation and learning. The research method is quasi-experimental with pre-test and post-test design with control group. The statistical population of the study includes all sixth grade male students in Tehran who were studying in the academic year 1400-1401. Two schools and two classrooms were selected as a sample by using purposive sampling method and 50 students participated in this study. The tool for collecting academic motivation data was the standardized questionnaire by Pour-Agha Rudbardeh and Talepasand, which was designed for the seventh grade . A four-choice teacher-made test was used to collect variable learning data. The validity of this test was determined at the appropriate level according to the use of the table of specifications, opinion of teachers and experts. Its reliability was also observed through K- 21, 0.71. The results obtained from univariate and multivariate analysis of covariance showed that the significance level is less than 0.05 (p <0.05). Thus, the statistical null hypothesis was rejected, it was found that there is a significant difference between the experimental and control scores in the scores of academic motivation and learning.
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