فصلنامه علمی آموزش محیط زیست و توسعه پایدار

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تاثیر گیمیفیکیشن (بازی وار سازی) بر یادگیری و یادداری مفاهیم محیط زیست دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشگاه اراک

2 کارشناس ارشد تکنولوژی آموزشی، گروه علوم تربیتی، دانشگاه اراک

چکیده

هدف مطالعه حاضر بررسی تأثیر آموزش با استفاده از گیمیفیکیشن بر یادگیری و یادداری مفاهیم محیط‌زیست دانش‌آموزان پایه یازدهم بود. روش پژوهش به‌صورت شبه تجربی و طرح تحقیق پیش آزمون-پس‌آزمون با گروه گواه انتخاب شد. جامعه آماری نیز شامل کلیه دانش‌آموزان پسر پایه یازدهم شهر اراک بودند که در سال تحصیلی 99- 1398 مشغول به تحصیل بودند که تعداد 52 نفر از آنها به‌عنوان نمونه در دسترس انتخاب و به‌صورت تصادفی در دو گروه 26 نفره کنترل و آزمایش تقسیم شدند. دانش‌آموزان در گروه آزمایش به مدت 12 جلسه تحت تأثیر آموزش مبتنی بر گیمفیکیشن قرار گرفتند درحالی‌که در گروه کنترل روش آموزش به شکل معمول صورت گرفت. جهت گردآوری داده‌ها از آزمون یادگیری محقق ساخته استفاده گردید. روایی این آزمون توسط مدرسین درس و متخصصین در حوزه آموزش مورد تأیید قرار گرفت و همچنین پایایی آن با استفاده از روش کودرریچاردسون 20 مقدار 0.82 گزارش شد. جهت تحلیل داده‌ها از آزمون تحلیل واریانس اندازه‌گیری‌های مکرر استفاده شد. یافته‌های پژوهش نشان داد که آموزش با استفاده از گیمیفیکیشن بر یادگیری و یادداری دانش‌آموزان تأثیر داشته است (p <0.001). با توجه به نتایج پژوهش پیشنهاد می‌شود اصول گیمیفکیشن در آموزش مفاهیم محیط‌زیست مورداستفاده قرار گیرد.


کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effects of Gamification on Learning and Retention of Environmental Concepts of Students

نویسندگان [English]

  • Mohsen Bagheri 1
  • Reza Talimi 2

1 Assistant Professor of Educational Science, ,Arak University

2 MA of Educational Technology, Department of Educational Science, Arak University

چکیده [English]

The aim of this study was to investigate the effect of instruction using gamification on learning and retention of environmental concepts of 11th grade students. The research method was quasi-experimental and the pre-test-post-test research design was selected with a control group. The statistical population also included all 11th grade male students in Arak who were studying in the academic year 1398-99, of which 52 were selected as the convenience sampling and were randomly divided into two groups of 26 controls and experiments. Students in the experimental group were taught by gamification-based training for 12 sessions, while in the control group the training method was performed as usual. A researcher-made learning test was used to collect data. The validity of this test was confirmed by the instructors and experts in the field of education and also its reliability was reported to be 0.82 using the Koder-Richardson 20 method. Repeated measurement Anova was used to analyze the data. Findings showed that education using gamification had a significant effect on students' learning and retention in environmental concepts(p < 0.001). According[1] to the research results, it is suggested that the principles of gamification be used in teaching environmental concepts.

کلیدواژه‌ها [English]

  • Gamification
  • Learning
  • Retention
  • Environmental concepts
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ربق
فصلنامه علمی آموزش محیط زیست و توسعه پایدار
دوره 9، شماره 3
خرداد 1400
صفحه 23-32
فایل ها
هم رسانی
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