The effect of constructivist environmental group educational games on positive and cooperative self-concept in elementary school

Subject Areas :

Seyyedeh Esmat Rasouli ^{1 *} , Hakimeh Kabirinasab ² , Abbas Nasimi ³ , Zahra Aalami ⁴

1 - Department of Curriculum Planning, Sari Branch, Islamic Azad University, Sari, Iran
2 - Department of Educational Management, Tonekabon branch, Islamic Azad University, Tonekabon, Iran
3 - Department of Educational Management,tonekabon branch, islamic azad university, tonekabon, iran
4 - Department of Educational Science, Sari Branch, Islamic Azad University, Sari, Iran

Received: 2024-08-07 Accepted : 2024-12-15 Published : 2024-07-01

Keywords: group educational games, constructivist learning environment, positive self-concept, cooperative learning,

Abstract :

Introduction: The purpose of this study was to investigate the effect of group educational games based on a constructivist learning environment on positive self-concept and cooperative learning in second-grade female students in the second district of Sari.

Methodology: The present study was a semi-experimental study with a pre-test and post-test design. The statistical population consisted of all female students in the second year of elementary school in District 2 of Sari city, which numbered 4000 people. 30 students were selected purposefully and randomly assigned to two experimental and control groups (15 students in each group). To collect data, two self-concept questionnaires were used: The Pierce-Harris (1969) and the Johnson et al. (1999) Collaborative Learning Questionnaire, the validity of which has been confirmed in various studies, and the reliability of the two questionnaires was determined to be 0.78 and 0.88, respectively. Multivariate analysis of covariance was used to analyze the data.

Findings: The results showed that all multivariate tests indicated the significance of the variance of the interaction factor of group and repeated factor (for example, the value of the Pillai effect is 0.72 (F2,30=32.287 P<.01). Considering the effect size of 0.72, it is clear that the effect of group educational game sessions based on a constructivist learning environment on positive self-concept and cooperative learning in second-year elementary school students in the sari district is strong.

References:

References
Aghazadeh, M. (2013). Investigating the status of decentralized curriculum in European countries and the United States [Conference presentation]. Conference on Concentration and Decentralization in the Curriculum Planning Process, Shahid Bahonar University of Kerman, Kerman, Iran. [In Persian]
Azadi Karvaneh, A. (2022). Investigating the effect of group educational games based on a constructivist environment on the positive self-concept of elementary students with learning disabilities. The 10th International Conference on Psychology, Educational Sciences and Lifestyle. [In Persian]
Banks, J. A. (1999). The Routledge international companion to multicultural education. Routledge.
Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19(1), 3–49. https://doi.org/10.3102/0091732X019001003
Bosova, L. (2023). Program, learn and play: A course of extracurricular activities in scratch programming for students in grades 3–6. In T. Keane & A. E. Fluck (Eds.), *Teaching coding in K-12 schools: Research and application* (pp. 113–126). Springer. https://doi.org/10.1007/978-3-031-21970-2_9
Hashemi, A., Shabani, A., & Jamali, S. (2021). The effect of teaching self-regulation strategies on the self-concept and academic progress of male students of the first middle school of a Korean city. The Second Conference on Organization and Management Research, 2. [In Persian]
Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1), 1–22. https://doi.org/10.1186/s41239-020-00234-x
Hoshina, A., Horie, R., Giannopulu, I., & Sugaya, M. (2017). Measurement of the effect of digital play therapy using biological information. Procedia Computer Science, 112, 1570–1579. https://doi.org/10.1016/j.procs.2017.08.055
Hughes-Roberts, T., Brown, D., Burton, A., Shopland, N., Tinney, J., & Boulton, H. (2023). Digital game making and game templates promotes learner engagement in non-computing based classroom teaching. Technology, Knowledge and Learning. Advance online publication. https://doi.org/10.1007/s10758-023-09654-w
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Joswick, C., & Hulings, M. (2023). A systematic review of BSCS 5E instructional model evidence. International Journal of Science and Mathematics Education, 22(1), 167–188. https://doi.org/10.1007/s10763-023-10357-y
Majal, M., Azari Shisvan, M., & Mohammadzadeh, A. (2023). Investigating the effect of positive self-concept and emotional health on self-confidence (case study: 7th grade female students of the first high school in Benab city). Strategic Research in Education and Training Journal, 5(1), 45–60. [In Persian]
McCarthy, C. (1990). Race and curriculum. Falmer Press.
McCarthy, C. (1993). Multicultural approaches to racial inequality in the United States. State University of New York Press.
Meishar-Tal, H., & Kesler, A. (2023). “If I create a game I’ll learn”: Online game creation as a tool to promote learning skills of students with learning difficulties. Interactive Learning Environments, 31(5), 3071–3082. https://doi.org/10.1080/10494820.2021.1919146
Mohammadzadeh, M., Safarnavadeh, M., & Qudsi, A. (2022). The effect of education based on constructivist approach on students' collaborative learning in science lessons and its sustainability over time. Education Strategies in Medical Sciences, 15(1), 12–20. [In Persian]
Mohammadzadeh, Z., & Zare Mirkabad, A. (2021). The effectiveness of group games on improving the social skills of preschool children. Conference on Management and Humanities Research in Iran, 9. [In Persian]
Mohammadi Naini, M., Ranjdoost, S., & Tahmasabzadeh Sheikhlar, D. (2021). Identifying the effective components in the implementation of teaching and evaluation methods of elementary school mathematics curriculum. Journal of Adolescent and Youth Psychological Studies, 2(2), 365–376. [In Persian]
Momghan, S., & Alivand, M. (2023). Investigating the effectiveness of puppet play therapy on self-concept, competence perception and social growth of late-learning students of the fifth grade of Azarshahr. Scientific Journal of Education and Evaluation, 16(62), 1–15. [In Persian]
Nasim, S., & Zarrabian, F. (2019). Learning theories and teaching models. Payam Noor University Press. [In Persian]
Navidi, A., & Sheikhian, M. (2013). Team building games, school management development. Studies in Education, 3(1), 292–302. [In Persian]
Obikwelu, C., & Read, J. C. (2022). The serious game constructivist framework for children's learning. Procedia Computer Science, 203, 259–263. https://doi.org/10.1016/j.procs.2022.07.036
Polin, L. G. (2018). A constructivist perspective on games in education. In D. W. Kritt (Ed.), Constructivist education in an age of accountability (pp. 163–188). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-66050-9_8
Rahimi, Q., Pirkhizranian, M., & Fazil, F. (2015). Examining the role of play in the development of social skills students. 7th International Conference on Psychology and Social Sciences, Tehran, Iran. [In Persian]
Ren, L., Hu, B. Y., & Song, Z. (2019). Child routines mediate the relationship between parenting and social-emotional development in Chinese children. Children and Youth Services Review, 98, 1–9. https://doi.org/10.1016/j.childyouth.2018.12.016
Sanatgar, R., & Esmaili, M. (2020). The effectiveness of group play therapy on social acceptance and hope in children with cancer. Applied Family Therapy Journal, 1(2), 1–15. [In Persian]
Shahmohammadi, N. (2022). Investigating the constructivist learning environment on cooperative learning and social development of children. Applied Family Therapy Quarterly, 3(2), 45–60. [In Persian]
Soyoof, A., Reynolds, B. L., Chan, K. K., Tseng, W.-T., & McKay, K. (2023). Massive online multiplayer games as an environment for English learning among Iranian EFL students. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2023.2171065
Theodorio, A. O., Waghid, Z., & Wambua, A. (2024). Technology integration in teacher education: Challenges and adaptations in the post-pandemic era. Discover Education, 3(1), 242. https://doi.org/10.1007/s44217-024-00341-1
Vafai Far, G., Qadri, M., & Maleki Avarsin, S. (2022). Studying the dimensions and components of descriptive qualitative evaluation in multi-grade classes of elementary school from the perspective of goals and approaches (a qualitative study). Jundishapur Educational Development Journal, 13, 100–110. [In Persian]
Vasalou, A., Khaled, R., Holmes, W., & Gooch, D. (2017). Digital games-based learning for children with dyslexia: A social constructivist perspective on engagement and learning during group game-play. Computers & Education, 114, 175–192. https://doi.org/10.1016/j.compedu.2017.06.009
Vita-Barrull, N., Verónica, E., March, J., & Sotoca, P. L. (2024). Do you play in class? Board games to promote cognitive and educational development in primary school: A cluster randomized controlled trial. Learning and Instruction, 93, 101946. https://doi.org/10.1016/j.learninstruc.2024.101946
Wu, L., Hsieh, P. J., & Wu, S. M. (2022). Developing effective e-learning environments through e-learning use mediating technology affordance and constructivist learning aspects for performance impacts: Moderator of learner involvement. The Internet and Higher Education, 55, 100871. https://doi.org/10.1016/j.iheduc.2022.100871
Yazdani, F., Abbasi, E., Hassani, M., & Ali-Asgari, M. (2018). Design and validation of the social education curriculum model in the first secondary school with a focus on upstream documents. Research in Virtual and Educational Education, 6(2), 0–18. [In Persian]
Yenil, T., & Gökkurt Özdemir, B. (2023). Can students’ misconceptions regarding decimal notation be eliminated with the 5E model enriched with digital concept cartoons? *International e-Journal of Educational Studies, 7*(15), 859–883. https://doi.org/10.31458/iejes.1362080
Yonyubon, S., Khamsong, J., & Worapun, W. (2022). The effects of 5E inquiry-based learning management on grade 7 students’ science learning achievement. Journal of Educational Issues, 8(2), 193–201. https://doi.org/10.5296/jei.v8i2.20263