آمار

تعداد نشریات11
تعداد شماره‌ها228
تعداد مقالات2,321
تعداد مشاهده مقاله3,654,029
تعداد دریافت فایل اصل مقاله2,684,635
احمدی, منیژه, نورانی, سیده فاطمه, حسینی, سپیده. (1402). تأثیر گیمیفیکیشن (بازی وارسازی) بر ارتقاء سواد زیست محیطی دانش آموزان. فناوری آموزش, 17(3), 683-694. doi: 10.22061/tej.2023.9713.2891
منیژه احمدی; سیده فاطمه نورانی; سپیده حسینی. "تأثیر گیمیفیکیشن (بازی وارسازی) بر ارتقاء سواد زیست محیطی دانش آموزان". فناوری آموزش, 17, 3, 1402, 683-694. doi: 10.22061/tej.2023.9713.2891
احمدی, منیژه, نورانی, سیده فاطمه, حسینی, سپیده. (1402). 'تأثیر گیمیفیکیشن (بازی وارسازی) بر ارتقاء سواد زیست محیطی دانش آموزان', فناوری آموزش, 17(3), pp. 683-694. doi: 10.22061/tej.2023.9713.2891
احمدی, منیژه, نورانی, سیده فاطمه, حسینی, سپیده. تأثیر گیمیفیکیشن (بازی وارسازی) بر ارتقاء سواد زیست محیطی دانش آموزان. فناوری آموزش, 1402; 17(3): 683-694. doi: 10.22061/tej.2023.9713.2891

تأثیر گیمیفیکیشن (بازی وارسازی) بر ارتقاء سواد زیست محیطی دانش آموزان

فناوری آموزش
مقاله 14، دوره 17، شماره 3 - شماره پیاپی 67، تیر 1402، صفحه 683-694    اصل مقاله (676.44 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9713.2891
نویسندگان
منیژه احمدی* 1؛ سیده فاطمه نورانی2؛ سپیده حسینی1
1گروه علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران
2گروه مهندسی کامپیوتر و فناوری اطلاعات، دانشکده فنی و مهندسی، دانشگاه پیام نور، تهران، ایران
تاریخ دریافت: 05 فروردین 1402،  تاریخ بازنگری: 10 خرداد 1402،  تاریخ پذیرش: 31 خرداد 1402 
چکیده
پیشینه و اهداف: بحران ­های زیست محیطی تهدیداتی برای تمامی موجودات و تعادل طبیعت می ­باشند که ریشه آنها فعالیت انسانی است. بنابراین تغییر فعلی رفتار انسان از طریق آموزش، قادر به برطرف نمودن مشکلات زیست محیطی خواهد بود. هدف از آموزش محیط زیست؛ افزایش حساسیت افراد نسبت به رویدادها و تغییرات محیط فیزیکی، زیستی، اجتماعی، اقتصادی، اجتماعی و سیاسی و تأثیرات آنها بر محیط زیست است تا توانایی تشخیص مسائل محیط زیستی بتوانند مهارت ­های لازم را در ابداع روش­ ها و وسایل حفظ محیط زیست و حل معضلات آن کسب کنند. در حال حاضر گیمیفیکیشن یکی از تکنیک ­­هایی است که کاربرد خوبی در افزایش سواد زیست محیطی دانش آموزان کاربرد دارد. گیمیفیکیشن که در برخی منابع «بازی ­وارسازی» ترجمه ­شده است، به معنای استفاده از نمادها و تفکرات بازیگونه در زمینه ­هایی که ماهیت بازی ندارند، است. گیمیفیکیشن از جمله موضوعات مورد بحث در سال ­های اخیر است که می ­توان آن را برای افزایش کارایی و تعامل کاربران مورد استفاده قرار داد. در صورت استفاده صحیح از گیمیفیکیشن در محیط­ های آموزشی، یادگیری بهتر دانش آموزان منتج خواهد شد. پژوهش حاضر با هدف تأثیر گیمیفیکیشن (بازی وارسازی) بر ارتقاء سواد زیست محیطی دانش آموزان دوره اول ابتدایی شهر تهران انجام شده است.
روش‌ها‌: پژوهش به صورت شبه ­آزمایشی و با طرح پیش ­آزمون و پس ­آزمون همراه با گروه آزمایش انجام گردید. جامعه آماری شامل کلیه دانش ­آموزان پسر (6-7) ساله مشغول به تحصیل در آموزش و پرورش منطقه 15 شهر تهران در سال تحصیلی 1401-1400 هستند. با روش نمونه ­گیری تصادفی خوش ه­ای چندمرحله ­ای؛ تعداد 60 نفر (دوکلاس) به عنوان حجم نمونه انتخاب گردیدند و به صورت تصادفی30 نفر در گروه آزمایش قرار گرفتند. این جامعه به مدت 12 جلسه بخشی از مفاهیم سواد زیست­ محیطی را از طریق آموزش مبتنی ­بر گیمیفیکیشن دریافت نمودند. ابزار جمع آوری داده­ ها؛ پرسشنامه محقق ساخته است که روایی صوری و محتوایی آن توسط اساتید مورد تأیید قرار گرفته است. همچنین پایایی آن با استفاده از ضریب آلفای کرونباخ مقدار 86/0 گزارش شده که بیانگر پایایی قابل قبول است. داده­ های حاصل با استفاده از آمار توصیفی و استنباطی به کمک نرم افزار 24 SPSS مورد بررسی قرار گرفت.
یافته‌ها: نتایج داده ­ها بر روی فرضیات نشان داد که گیمیفیکیشن در ارتقاء سواد زیست­ محیطی دارای تأثیر معنی ­دار و مثبت است (6/70F1,57 = و 001/0P=). همچنین گیمیفیکیشن در ارتقاء سواد زیست محیطی(مدیریت مصرف آب (58/66F1,57 = و 001/0P=)، مدیریت مصرف برق (04/58F1,57 = و 001/0P=)، مدیریت مصرف گاز (04/58F1,57 = و 001/0P=)، مدیریت پسماند (8/40F1,57 = و 001/0P=)، حفظ جنگل (63/337F1,57 = و 001/0P=)، حفظ حیوانات (06/51F1,57 = و 001/0P=) بر روی دانش آموزان دوره اول ابتدایی تاثیرگذار است.
نتیجه‌گیری: بنابراین با توجه به یافته ­ها و نتایج پژوهش حاضر، و تایید تأثیر مثبت گیمیفیکیشن در ارتقاء سواد زیست محیطی (مدیریت مصرف آب، مدیریت مصرف برق، مدیریت مصرف گاز، مدیریت پسماند، حفظ جنگل و حفظ حیوانات)، می ­توان نتیجه گرفت که استفاده از گیمیفیکیشن در آموزش، رویکرد جدیدی است که باعث تحول گسترده­ای در نظام تعلیم و تربیت شده و امید اثربخشی یادگیری مفاهیم زیست محیطی و سواد مرتبط با آن را در دانش آموزان افزایش می ­دهد.
کلیدواژه‌ها
آموزش؛ گیمیفیکیشن؛ سواد زیست محیطی؛ دوره اول ابتدایی
موضوعات
کاربرد بازی در آموزش
عنوان مقاله [English]
The effect of gamification on improving students' environmental literacy
نویسندگان [English]
M. Ahmadi1؛ S. F. Noorani2؛ S. Hosseini1
1Educational Management, Department of Educational Sciences, Payam Noor University, Tehran, Iran
2Department of Information Technology and Computer, Faculty of Technology and Engineering, Payame Noor University(PNU), Tehran, Iran
چکیده [English]
Background and Objectives: Environmental crises are threats to all creatures and the balance of nature, and their root is human activity. Therefore, the current change in human behavior will be able to solve environmental problems. The purpose of environmental education is increasing people's sensitivity to events and changes in the physical, biological, social, economic, social, and political environment and their effects on the environment so that the ability to recognize environmental issues can acquire the necessary skills in devising methods and tools to protect the environment and solve its problems. Currently, gamification is one of the techniques that can be used to increase students' environmental literacy. Gamification is a new method that has been translated into ‘playmaking’ in some sources and means the use of playful elements and thoughts in areas that are not the nature of the game. Gamification has been one of the topics discussed in recent years, which can be used to increase efficiency and user interaction. Properly applied gamification in educational environments will lead to better learning of students. This study investigated the impact of gamification on the promotion of environmental literacy of the first-year elementary school students in Tehran
Methods: The research was conducted as a quasi-experimental study with a pre-test and post-test design along with the experimental group. The statistical population included all male students whose age ranged between 6-7 years, who were studying in the district 15 of Tehran in the academic year of 2021-2022. With multi-stage cluster random sampling method, 60 participants were included in the sample and 30 people were randomly assigned to the experimental group; They have received part of the concepts of environmental literacy through gamification-based education for 12 sessions. The questionnaire was devised by the researcher and its formal and content validity was confirmed by the experts. Also, its reliability was reported using Cronbach's alpha coefficient of 0.86, indicating acceptable reliability. The collected data were analyzed using descriptive and inferential statistics via SPSS 24 software.
Findings: The results of the data showed that gamification had a significant and positive effect on promoting environmental literacy (F = 1.57, 70.6 and P = 0.001). Also, gamification made a significant impact in promoting environmental literacy (water consumption management (F = 1.57, P = 0.001), electricity consumption management (F = 1.57, P = 0.001), gas consumption management (F = 0.001, 04 F1.57/58 and P=0.001), waste management (F1.57, 40.8 and P=0.001), forest preservation (F1.57, 337.63 and P=0.001), animal protection (F1.51.06) ,57 and P=0.001) among the students of the first year of elementary school.
Conclusion: Taking into account the effective role of gamification in improving environmental literacy (water consumption management, electricity consumption management, gas consumption management, waste management, forest conservation and animal conservation), it can be concluded that the use of gamification in education is a new approach that has caused a wide transformation in the education system and increased the hope of the effectiveness of learning environmental concepts and related literacy among the students.
کلیدواژه‌ها [English]
Education, Gamification, Environmental Literacy, First Grade
مراجع
[1] Samadi M. Analysis of dimensions and components of environmental education in the document of fundamental transformation of education and its validation. Environmental Education and Sustainable Development. 2022 Apr 3. [Persian].

[2] Ahlborg H, Ruiz-Mercado I, Molander S, Masera O. Bringing technology into social-ecological systems research—motivations for a socio-technical-ecological systems approach. Sustainability. 2019 Apr 4;11(7):2009.

[3] Anthony, D., Barnosky, E., Hadly, A. Tipping point for planet Earth: How close are we to the edge?. Macmillan; 2016 Apr 26.

[4] Ardoin, NM., Bowers, AW. Early childhood environmental education: A systematic review of the research literature. Educational Research Review. 2020 Nov1;31:100353.

[5] Rezaei, M., The role of using ICT in promoting environmental literacy and development an optimal model for environmental trainings, Thesis Submitted in Partial Fulfillment of the requirement for the Degree of Ph.D, Payame Noor University, (2016). Persian.

[6] Mason, AM., Triplett JR. Controlling environmental Crisis messages in uncontrollable media environments: the 2011 case of blue-green Algae on Grand Lake O’the Cherokees, OK. In Communicating Climate-Change and Natural Hazard Risk and Cultivating Resilience 2016 (pp. 189-204). Springer, Cham.

[7] Fjællingsdal, KS. The Green Gaming Project: The Role of Games in Promoting Environmental Literacy.

[8] Nazmi, R., The Effect of multi-dimensional planning on environmental literacy shaping of preschool children of Tehran, M.Sc. Thesis, AL Zahra University, (2013). Persian.

[9] Williams, SE., Muller, RD., Landgrebe TC, Whittaker J. An open-source software environment for visualizing and refining plate tectonic reconstructions using high-resolution geological and geophysical data sets. GSA today. 2012;22(4-5):4-9.

[10] Otto, S., Pensini, P. Nature-based environmental education of children: Environmental knowledge and connectedness to nature, together, are related to ecological behaviour. Global Environmental Change. 2017 Nov 1;47:88-94.

[11] Mastrángelo ME, Pérez-Harguindeguy N, Enrico L, Bennett E, Lavorel S, Cumming GS, Abeyguna wardane D, Amarilla LD, Burkhard B, Egoh BN, Frishkoff L. Key knowledge gaps to achieve global sustainability goals. Nature Sustainability. 2019 Dec; 2(12):1115-21.

[12] Elliott, S., Young, T. Nature by default in early childhood education for sustainability. Australian journal of environmental education. 2022 Mar;32(1):57-64.

[13] Nurwidodo, N., Amin, M., Ibrohim, I., Sueb, S. The role of eco-school program (Adiwiyata) towards environmental literacy of high school students. European Journal of Educational Research. 2020;9(3):1089-103.

[14] PourMasoum, B., Fayyad, I., & Bazargan, S. The formation of children's environmental literacy based on the multidimensional planning strategic curriculum and multimedia learning package, Journal of Education. (2017), No. 129, pp. 32 9. Persian.

[15] Fischer,D., King,J., Lindau-Bank,D.Teacher Education for Sustainable Development: A Review of an Emerging Research Field. Journal of Teacher Education,2022, 73(5) :509-524.

[16] Heidari, A., The functions of educational policy in the education system, Journal of Public Policy Research, 2020,6(1): 279 261. Persian.

[17] Wals, AE., Benavot, A. Can we meet the sustainability challenges? The role of education and lifelong learning. European Journal of Education. 2017 Dec;52(4):404-13.

[18] Copple C, Bredekamp S. Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101; 2009.

[19] Larijani, M., & Rashidi, S. Investigating the Effectiveness of Computer Games on Knowledge, Attitude and Behavior of Waste Management in Preschool Children, Journal of Preschool Studies and Primary School of Allameh Tabataba'i University,2016, Vol. 4, No. 4, pages 68 55. Persian.

[20] Salimi, A., Zangeneh, H. The effect of gamification on vocabulary learning (learning English as a second language) among the fifth-grade elementary school students. Technology of Education Journal,2022, 16(4):723-734.

[21] Sukarsono S. The importance of the religious and scientific values-based knowledge in the conservation of the natural resources and environment in Indonesia. The Importance of the Religious and Scientific Values-Based Knowledge in the Conservation of the Natural Resources and Environment in Indonesia. 2018;13(8):755-66.

[22] Selçuk AR, Yilmaz M. The effect of constructivist learning approach and active learning on environmental education: A meta-analysis study. International Electronic Journal of Environmental Education. 2020 Jan;10(1):44-84.

[23] Yaftian, N., Abdi, H. The Effectiveness of Teaching by Using Gamification on Mathematical Anxi-ety and Mathematical Motivation of Ninth Grade Students. Research in School and Virtual Learning. 2021 Aug 23;9(1):27-36. Persian.

[24] Noorani, S., Ahmadi, M.. Game Theory meets Moodle: Providing an efficient learning environment. Technology of Education Journal (TEJ), (2021) 16(1), 207-220. Persian.

[25] Aloia, L., Vaporciyan, AA. E-learning trends and how to apply them to thoracic surgery education. Thoracic surgery clinics. 2019 Aug 1;29(3):285-90.

[26] Mohammadi, M., Khoshneshin, Z., Mohammadhasani, N. 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). 2022 Mar 21;16(2):185-96. Persian.

[27] Araya R, Arias Ortiz E, Bottan NL, Cristia J. Does gamification in education work? Experimental evidence from chile. IDB Working Paper Series; 2019.

[28] Plass JL, Homer BD, Kinzer CK. Foundations of game-based learning. Educational psychologist. 2015 Oct 2;50(4):258-83.

[29] Sharples, M., de Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme A., Looi, CK., McAndrew, P., Rienties, B., Weller, M. Innovating pedagogy 2016: Open University innovation report 5. Institute of Educational Technology, The Open University; 2016.

[30] Bagheri, M., Talimi, R. The effects of Gamification on Learning and Retention of Environmental Concepts of Students. Environmental education and sustainable development, 2021,9(3):23-32, Persian.

[31] Kalogiannakis, M., Papadakis,S., Zourmpakis, A.I. Gamification in Science Education. A Systematic Review of the Literature. Education Sciences, 11(1), 2021.

[32] Huotari K, Hamari J. A definition for gamification: anchoring gamification in the service marketing literature. Electronic Markets. 2017 Feb;27(1):21-31.

[33] Wang Z, Capiluppi A. A social-centred gamification approach to improve household water use efficiency. In2015 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games) 2015 Sep 16 (pp. 1-4). IEEE.

[34] Magista M, Dorra BL, Pean TY. A review of the applicability of gamification and gamebased learning to improve household-level waste management practices among schoolchildren. International Journal of Technology. 2018;7.

[35] Douglas BD, Brauer M. Gamification to prevent climate change: A review of games and apps for sustainability. Current Opinion in Psychology. 2021 Dec 1;42: 89-94.

[36] Kisurina A. Gamifying sustainability: motivating pro-environmental behavior change through gamification. Case of JouleBug.[master’s thesis].

[37] Bagheri M, Talimi R. The effects of Gamification on Learning and Retention of Environmental Concepts of Students. Environmental Education and Sustainable Development. 2021 May 22;9(3):23-32. Persian.

[38] Shobeyri, Ph.D. S, Meybodi H, Saraadipoor A, Rashidi S. Learning about Recycling and Reuse through Pre-School Games. QJOE. 2016; 32 (2) :69-86. Persian.

[39] Rouhi Pour, Z A Z & Shobeyri, S. M., Investigating the Impact of Computer Games, the Knowledge and Environmental Behaviors of First School Students of Behbahan County, International Conference on Non -Linear Systems and Optimization of Electrical and Computer Engineering. (2015). Persian.

[40] Papamichael I, Pappas G, Siegel JE, Zorpas AA. Unified waste metrics: A gamified tool in next-generation strategic planning. Science of The Total Environment. 2022 Aug 10;833: 154835.

[41] Morganti L, Pallavicini F, Cadel E, Candelieri A, Archetti F, Mantovani F. Gaming for Earth: Serious games and gamification to engage consumers in pro-environmental behaviours for energy efficiency. Energy Research & Social Science. 2017 Jul 1;29: 95-102.

[42] González-Briones A, Valdeolmillos D, Casado-Vara R, Chamoso P, García Coria JA, Herrera-Viedma E, Corchado JM. Garbmas: simulation of the application of gamification techniques to increase the amount of recycled waste through a multi-agent system. InInternational symposium on distributed computing and artificial intelligence 2018 Jun 20 (pp. 332-343). Springer, Cham.

[43] Santti U, Happonen A, Auvinen H. Digitalization boosted recycling: Gamification as an inspiration for young adults to do enhanced waste sorting. InAIP Conference Proceedings 2020 May 4 (Vol. 2233, No. 1, p. 050014). AIP Publishing LLC.

[44] Yamada, F. M., Ribeiro, T., & Ghilardi-Lopes, N.P. Assessment of the prototype of an educational
game on climate change and its effects on marine and coastal ecosystems (Avaliação de protótipo de jogo
educativo sobre mudanças climáticas e seus efeitos nos ambientes marinhos e costeiros). Brazilian Journal
of Computers in Education (Revista Brasileira de Informática na Educação-RBIE), 2019, 27(3):01-31.

[45] Berengueres J, Alsuwairi F, Zaki N, Ng T. Gamification of a recycle bin with emoticons. In2013 8th ACM/IEEE International Conference on Human-Robot Interaction (HRI) 2013 Mar 3 (pp. 83-84). IEEE.

[46] Foltz A, Williams C, Gerson SA, Reynolds DJ, Pogoda S, Begum T, Walton SP. Game Developers' Approaches to Communicating Climate Change. Frontiers in Communication. 2019:28.

[47] Bardhan R, Bahuman C, Pathan I, Ramamritham K. Designing a game based persuasive technology to promote pro-environmental behaviour (PEB). In2015 IEEE Region 10 Humanitarian Technology Conference (R10-HTC) 2015 Dec 9 (pp. 1-8). IEEE.

[48] Patterson T, Barratt S. Playing for the planet: How video games can deliver for people and the environment. 2019.

[49] Dikmen M. Does gamification affect academic achievement? A meta-analysis of studies conducted in Turkey: Does gamification affect academic achievement?. International Journal of Curriculum and Instruction. 2021 Sep 1;13(3):3001-20.

[50] Nurwaqidah S, Ramli M. Environmental literacy mapping based on adiwiyata and non adiwiyata at junior high school in Ponorogo. KnE Social Sciences. 2019 Mar 31:179-90.

[51] Sanchez DR, Langer M, Kaur R. Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education. 2020 Jan.

[52] Castri, R., Wemyss, D., Cellina, F., De Luca, V., Frick, V., Lobsiger-Kaegi, E., ... & Carabias, V. (2016). Triggering electricity-saving through smart meters: Play, learn and interact using gamification and social comparison. Conference: 1st Energy-Feedback Symposium “Feedback in energy demand reduction: Examining evidence and exploring opportunities”.

[53] UNESCO, L. A., Heiss, J., & Byun, W. J. (2018). Issues and trends in education for sustainable development.

[54] Ahmadi Sufi Hasan, Sh. Investigating the effect of educational digital games on creativity, motivation and academic progress in the math lesson of the first grade elementary school students of Islamshahr city in the academic year 2018-2019, Master's thesis, Curriculum Planning, Faculty of Human Sciences , Tehran, Shahid Rajaee Tarbiat University. Persian.

[55] Ghaffari Kh, Yasblaghi B, Abdulvand, Kh.The effectiveness of teaching word games on the spelling problems of first grade elementary school students. New Educational Approaches Quarterly,2020, 15(2), Serial Number 32: 23-42. Persian.

[56] Mohammad Hasni N, Aghazadeh R. The effect of gamification (digital), educational multimedia, and face-to-face educational game on seventh grade English language learning. Education and Learning Technology, 2017, 3(11):79-98. Persian.

[57] Moalemi Gh, Investigating the effect of games on the learning rate of elementary school mathematics. Ormazd Research Journal,2019,47 (Appendix No. 2): 84-91. Persian.

[58] Juan Y. K., Chao T. W. Game-based learning for green building education. Sustainability, 2015, 7(5): 5592-5608.

[59] Ghilardi-Lopes N. P., Braga J. C., Silva L., Freitas S., Silva R. L. F., Ribeiro T., Pinhata E. Environmental education through an online game about global environmental changes and their effects on coastal and marine ecosystems. Proceedings of SBGames. São Paulo: Sociedade Brasileira de Computação, 2013:469-474.

آمار
تعداد مشاهده مقاله: 3,059
تعداد دریافت فایل اصل مقاله: 1,356


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب