The Effectiveness of Computer-Based Educational Games on Academic Engagement and Procrastination among First-Year Secondary School Students in Marvdasht
محورهای موضوعی : Islamic EducationKoresh FatehNejad 1 , Ahmad Reza OjiNejad 2 , Nikta Khoshbakht 3
1 - Assistant Professor, Educational Management Department, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
2 - Assistant Professor, Educational Management Department, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran.
3 - Master of Arts, Educational Sciences and Psychology Department, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran
کلید واژه: Computer-Based Educational Games, Academic Engagement, Procrastination.,
چکیده مقاله :
Introduction: The present study aimed to investigate the effectiveness of computer-based educational games on academic engagement and procrastination among first-year secondary school students in Marvdasht.
Research Methodology:This research utilized a quasi-experimental design, consisting of pre-tests and post-tests with both experimental and control groups. The statistical population included all secondary school students in this city. Using a cluster sampling method, four classes were selected as samples, and questionnaires were administered to 80 students. Among these individuals, 40 were randomly assigned to the experimental group and 40 to the control group. The experimental group received training through computer-based educational games, while the control group did not benefit from such training. The measurement tools used in this research included the Friedel and Paris (2005) Academic Engagement Questionnaire and the Suvari (2011) Academic Procrastination Questionnaire. For data analysis, descriptive statistics (mean and standard deviation) and multivariate analysis of variance (MANOVA) were employed.
Finding:The results indicated that computer-based educational games had a significant impact on both procrastination and academic engagement among students. These games notably affected various dimensions of student procrastination, with the greatest impact observed in procrastination due to physical and mental fatigue. Furthermore, educational games significantly influenced the dimensions of students' academic engagement, particularly in the area of cognitive engagement.
Introduction: The present study aimed to investigate the effectiveness of computer-based educational games on academic engagement and procrastination among first-year secondary school students in Marvdasht.
Research Methodology:This research utilized a quasi-experimental design, consisting of pre-tests and post-tests with both experimental and control groups. The statistical population included all secondary school students in this city. Using a cluster sampling method, four classes were selected as samples, and questionnaires were administered to 80 students. Among these individuals, 40 were randomly assigned to the experimental group and 40 to the control group. The experimental group received training through computer-based educational games, while the control group did not benefit from such training. The measurement tools used in this research included the Friedel and Paris (2005) Academic Engagement Questionnaire and the Suvari (2011) Academic Procrastination Questionnaire. For data analysis, descriptive statistics (mean and standard deviation) and multivariate analysis of variance (MANOVA) were employed.
Finding:The results indicated that computer-based educational games had a significant impact on both procrastination and academic engagement among students. These games notably affected various dimensions of student procrastination, with the greatest impact observed in procrastination due to physical and mental fatigue. Furthermore, educational games significantly influenced the dimensions of students' academic engagement, particularly in the area of cognitive engagement.
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