نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی تهران، ایران
2 استادیار گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی تهران، ایران
3 دانشیار گروه سنجش و اندازه گیری؛ دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی؛ تهران؛ ایران
4 دانشجوی رشته تکنولوژی آموزشی؛ دانشکده روانشناسی و علوم تربیتی؛ دانشگاه علامه طباطبایی تهران؛ ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Purpose: Learning at the level of analysis is considered a high-level learning outcome. Given that students perform below the global average in analytical skills, this study addresses this significant challenge. Analysis is a prerequisite for diagnosis and decision-making. The purpose of this research is to enhance biology learning at the analytical level through gamification.
Methodology: A quasi-experimental design with a nonequivalent control group was employed. To achieve the research objectives, a gamification model was developed, and the Papazist website was designed and provided to the experimental group. The study population consisted of 12th-grade science students in Iran. A multistage cluster sampling method was used, selecting two classes from a school in Savojbolagh County. One class (15 students) was assigned as the control group, and another class (15 students) as the experimental group, with a total of 30 participants. Pre-test and post-test scores were collected from both groups for statistical analysis.
Data Analysis: The data analysis revealed that score changes in the experimental group were attributed to the gamification intervention. Hypothesis testing was conducted using ANCOVA, and the research hypothesis was significant at the 0.05 level.
Conclusion: Gamification can be employed to facilitate learning and achieve high-level learning outcomes.
کلیدواژه‌ها [English]
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