| تعداد نشریات | 31 |
| تعداد شمارهها | 427 |
| تعداد مقالات | 4,065 |
| تعداد مشاهده مقاله | 5,529,638 |
| تعداد دریافت فایل اصل مقاله | 5,714,107 |
تاثیر عناصر بازیوارسازی رقابت و مشارکت بر یادگیری و انگیزه درس ریاضی پایه چهارم | ||
| تدریس پژوهی | ||
| مقاله 9، دوره 12، شماره 1 - شماره پیاپی 35، فروردین 1403، صفحه 185-213 اصل مقاله (2.47 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2023.62834 | ||
| نویسندگان | ||
| مهران محمدی1؛ نسرین محمدحسنی* 2؛ زهره خوش نشین3 | ||
| 1دانشجوی دکتری تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران. | ||
| 2گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. | ||
| 3دانشگاه خوارزمی | ||
| چکیده | ||
| پژوهش حاضر با هدف بررسی تاثیر عناصر بازیوارسازی رقابت و مشارکت بر یادگیری و انگیزه در درس ریاضی پایه چهارم انجام شد. جامعه آماری تحقیق شامل کلیه دانش آموزان پسر پایه چهارم ابتدایی شهرستان دیواندره بود که در سال تحصیلی 1400-1399 مشغول به تحصیل بودند. نمونه مورد مطالعه با استفاده از روش نمونه گیری دردسترس از بین کلاس های سطح شهر انتخاب شد. نمونه آماری مشتمل بر چهار گروه 16 نفره بود که در سه گروه آزمایش و یک گروه کنترل تقسیم شدند. روش تحقیق، نیمه آزمایشی (طرح پیش آزمون-پس آزمون با گروه کنترل) بود. ابزار پژوهش شامل آزمون های یادگیری محقق ساخته و پرسش نامه انگیزه امینی فر و صالح صادق پور بود که ضریب پایایی آن با معیار آلفای کرونباخ برای آزمون یادگیری93/0، انگیزه رغبتی 81/0 و انگیزه اجتنابی 87/0 محاسبه شد. محیط یادگیری گروههای آزمایش به صورت همزمان و جداگانه به مدت ده جلسه با استفاده از عناصر بازیوارسازی رقابت، مشارکت و رقابتتیمی و گروه کنترل به روش معمول ارائه شد. تجزیه و تحلیل دادهها با استفاده از کوواریانس چند متغیره و آزمون تعقیبی توکی نشان داد، با سطح معناداری کوچکتر از 05/0 استفاده از عناصر بازیوارسازی رقابت، مشارکت و رقابتتیمی نسبت به گروه کنترل بر یادگیری و انگیزه موثر بوده و برتری معناداری در محیطهای بازیواراسازی شده نسبت به هم بر یادگیری (05/0<p) مشاهده نشد. همچنین تجزیه و تحلیل دادها نشان داد (05/0>p) عناصر بازیوارسازی مشارکت و رقابتتیمی بیشتر از رقابت صرف بر افزایش انگیزه رغبتی موثر بوده است. | ||
| کلیدواژهها | ||
| انگیزه؛ بازیوارسازی؛ رقابت؛ مشارکت؛ یادگیری | ||
| مراجع | ||
|
Aljraiwi, S. (2019). Effectiveness of gamification of web-based learning in improving academic achievement and creative thinking among primary school students. International Journal of Education and Practice, 7(3), 242–257. Aminifar, e. Saleh Sadeghpour, b. (2010). Construction, validation and validation of Mathematical Progress Motivation Questionnaire. Journal of Research in Educational Science, 4(10), 97-110. [in Persian] Arezi, S. (2020). Study the effect of educational games on improving the basic English language skills learning. Research in Teaching, 8(4), 88-72. [in Persian] Asmuni, S. (2019). Gamification and Students Engagement in Class: A Case of Economics Students Shahariah. February, 1–9. Barkhoda, J., & Ahmadhidari, P. (2021). Representation of students' experiences of the challenges and problems of teaching professors in cyberspace. Research in Teaching, 9(1), 98-73. [in Persian] Batooli, Z., Fahimnia, F., Naghshineh, N., Mirhosseini, F. (2019). The Analysis and Review of the Literatures in the field of Gamification in e-Learning. Technology of Education Journal (TEJ), 13(3), 700-712. [in Persian] Bell, K. (2018). Game on!: Gamification, gameful design, and the rise of the gamer educator. JHU Press. Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things. Bibliomotion. Inc., Apr. Cunha, G. C. A., Barraqui, L. P., & De Freitas, S. A. A. (2019). Evaluating the use of gamification in mathematics learning in primary school children. Proceedings - Frontiers in Education Conference, FIE, 2018-Octob, 1–4. Dehghanzadeh, H., Norouzi, D., Jafari Nejhad, H., Dehghanzadeh, H. (2013). The Effectiveness of the Computer Game Numbers on Learning and Retention of First Grade Mathematics. Educational Psychology, 9(28), 42-56. [in Persian] Dortaj, F. (2014). Comparing the effects of game-based and traditional teaching methods on students’ learning motivation and math. Journal of School Psychology, 2(6-24/4), 62-80. [in Persian] Esmaeeli gojar, S., Aliabadi, K., poorrostaei, S. (2017). The Effect of Multiplayer Network-Based Serious Games Utilization on Student Learning and Motivation. New Media Studies, 3(11), 195-223. [in Persian] Fekri, N. (2016). Investigating the Effect of Cooperative Learning and Competitive Learning Strategies on the English Vocabulary Development of Iranian Intermediate EFL Learners. English Language Teaching, 9(11), 6–12. Hursen, C., & Bas, C. (2019). Use of gamification applications in Science Education. International Journal of Emerging Technologies in Learning (IJET), 14(01), 4–23. Jafari, M. A. Kiamanesh, K. Karimi, K. (2018). The trend of changes and the role of factors of attitude, interest and self-concept of science of eighth grade students on predicting the performance of science based on Thames studies. Research in educational systems, 136(34), 35-64. [in Persian] Jagušt, T., Botički, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners’ math learning. Computers and Education, 125, 444–457 Kapp, K. M. (2012). The gamification of learning and instruction. Wiley San Francisco. Kotob, M. M., & Ibrahim, A. (2019). Gamification: The effect on students’ motivation and achievement in language learning. Journal of Applied Linguistics and Language Research, 6(1), 177-198. Lin, C.-H., Huang, S.-H., Shih, J.-L., Covaci, A., & Ghinea, G. (2017). Game-based learning effectiveness and motivation study between competitive and cooperative modes. IEEE 17th International Conference on Advanced Learning Technologies (ICALT), 123–127. Mahnam, Z., mehdizadeh, A., shabanigilchalan, H., salimi, J., & araghiah, A. (2021). A look at the content of the critical thinking curriculum in junior high school. Research in Teaching, 9(1), 274-255. [in Persian] Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534. Mohammadhasani, N. (2021). Learning by the Intelligent Pedagogical Agents: Can Eye Tracking Improve Attention Performance?. Research in Teaching, 9(3), 145-125. [in Persian] Mohammadi, M., Khoshneshin, Z., & Mohammadhasani, N. (2022). Gamification with leaderboard: Effect of educational tools based on competition and cooperation in learning and approach motivation of math lesson. Technology of Education Journal (TEJ), 16(2), 185-196. Morschheuser, B., Hamari, J., & Maedche, A. (2019). Cooperation or competition–when do people contribute more? A field experiment on gamification of crowdsourcing. International Journal of Human-Computer Studies, 127, 7–24. Motahhari Nejad, H., Fatehi Chenar, F. (2017). The Role of Teachersʼ Professional Competencies in Predicting Mathematical Achievement of Students in Rregular and Special Schools. Journal of Instruction and Evaluation, 10(38), 51-77. [in Persian] Muwonge, C. M., Ssenyonga, J., & Kwarikunda, D. (2018). Cognitive Appraisals, Achievement Emotions, and Motivation towards Learning Mathematics among Lower Secondary Students. African Journal of Research in Mathematics, Science and Technology Education, 22(2), 243–253 Nasir, A. M., & Nirfayanti, N. (2019). Effectiveness Of Mathematic Learning Media Based On Mobile Learning In Improving Student Learning Motivation. Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 7(3), 228-234. Nedaee, T., Hosseinzadeh, M. (2022). The effect of integrated math training with movement games on the progress of mathematics learning and Cognitive function in students. Research on Educational Sport, 9(25), 111-136. Pahlawan Sadegh, A., Wali Allah, F. (2009). The performance of Iranian students in science in the 2003 TIMS study with respect to individual and family variables. Research in curriculum planning, 21(6), 1-24. [in Persian] Safai, M. S., & Rikhtegarzadeh, S. M. (2018). The Effect of Gamification on Employee Motivation and Learning at Cooperative Management Training Course in Tehran Pars Oil and Gas Company, 16(5), 79-96. [in Persian] Safarkhani, M., kiamanesh, A. (2015). Quarterly of Educational Measurement, 5(19), 1-24. [in Persian] Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666. Sengodan, V., & Iksan, Z. H. (2012). Students’ learning styles and intrinsic motivation in learning mathematics. Asian Social Science, 8(16), 17–23. Sheivandi, C. K., Dortaj, F., Farrokhi, N. A., & Ebrahimi, G. S. (2017). modeling mathematical achievements based on task value, cognitive conflict, emotion of progress and academic self-education. [in Persian] Ter Vrugte, J., de Jong, T., Vandercruysse, S., Wouters, P., van Oostendorp, H., & Elen, J. (2015). How competition and heterogeneous collaboration interact in prevocational game-based mathematics education. Computers & Education, 89, 42–52. Turkmen, G. P., & Soybas, D. (2019). The Effect Of Gamification Method On Students’ Achievements and Attitudes Towards Mathematics. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8, 258–298. Widodo, S., & Rahayu, P. (2019). Analysis of elementary school students’ mastery in math instruction based on arithmetic gamification. Journal of Physics: Conference Series, 1157(4), 42112. Zakaria, M. Y., Malmia, W., Irmawati, A., Amir, N. F., & Umanailo, M. C. B. (2019). Effect mathematics learning achievement motivation on junior high school students 1 namlea. International Journal of Scientific and Technology Research, 8(10), 1495–1498. Zianejad shirazi, A., gholtash, A. (2019). Study The Role Of Curriculum Content¢ Change On The Performance Of Fourth Grade Students In International Tests TIMSS Shiraz City. Journal of New Approaches in Educational Administration, 9(36), 127-146. [in Persian] | ||
|
آمار تعداد مشاهده مقاله: 1,179 تعداد دریافت فایل اصل مقاله: 389 |
||