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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
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