بررسی تاثیر گیمیفیکیشن بر انگیزش و یادگیری دانش¬آموزان
محورهای موضوعی : فن‎آوری اطلاعات
مائده صادقی سعیدآبادی
1
(علوم تربیتی،آموزش ابتدایی،واحد تهران جنوب،دانشگاه آزاد اسلامی،تهران،ایران)
زهرا طالب
2
(مدیر گروه برنامه ریزی درسی واحد تهران جنوب)
کلید واژه: گیمیفیکیشن, انگیزش, یادگیری.,
چکیده مقاله :
هدف پژوهش حاضر بررسی تاثیر گیمیفیکیشن بر انگیزش و یادگیری دانش¬آموزان ابتدایی بود. یک مطالعه¬ی نیمه-آزمایشی با طرح پیش¬آزمون – پس¬آزمون با گروه گواه می¬باشد. جامعه آماری پژوهش شامل کلیه دانش¬آموزان ابتدایی منطقه 11 شهر تهران در سال تحصیلی 1400-1399 می¬باشد که با روش نمونه¬گیری تصادفی ساده، 30 نفر انتخاب و به-صورت تصادفی در دو گروه 15 نفری (گروه آزمایش و گواه) جایگزین شدند. برای گروه آزمایش آموزش مبتنی بر گیمیفیکیشن براساس کتاب جعبه ابزار گیمیفیکیشن مارچوسکی آندرزی (اختری، 1400)، مسابقه¬ای با عنوان دانستنی¬ها به-مدت 4 هفته و هر روز برای دانش¬آموزان گروه آزمایش اجرا شد و گروه گواه هیچ آموزشی را دریافت نکرد. برای جمع-آوری داده¬ها از پرسشنامه استاندارد انگیزش تحصیلی هارتر و آزمون یادگیری آزمون محقق¬ساخته استفاده شد. یافته¬ها نشان داد که رابطه معناداری بین متغیر گیمیفیکیشن و متغیر انگیزش و یادگیری دانش آموزان ابتدایی وجود دارد. می¬توان نتیجه گرفت که استفاده از گیمیفیکیشن هنگام تدریس منجر به افزایش انگیزش و یادگیری دانش¬آموزان می¬شود. بنابراین پیشنهاد می¬شود که برای افزایش انگیزش و یادگیری برای موفقیت و پیشرفت تحصیلی از برنامه گیمیفیکیشن در امر آموزش دانش¬آموزان ابتدایی استفاده شود.
The purpose of this study was to investigate the effect of gamification on the motivation and learning of elementary school students. It is a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research includes all elementary school students of the 11th district of Tehran in the academic year 2019-2019, 30 people were selected by simple random sampling method and randomly replaced in two groups of 15 people (experimental and control group). For the experimental group of gamification-based education based on the book Gamification Toolbox by Marchewski Andrezi (Akhtari, 1400), a quiz titled Knowledge was conducted for 4 weeks and every day for the students of the experimental group, and the control group did not receive any training. Harter's standard academic motivation questionnaire and researcher-made learning test were used to collect data. The findings showed that there is a significant relationship between the gamification variable and the motivation and learning variable of elementary students. It can be concluded that the use of gamification during teaching leads to an increase in students' motivation and learning. Therefore, it is suggested to use the gamification program in the education of elementary students to increase motivation and learning for academic success and progress
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