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نظری دوست, محمد, باقری, محسن. (1402). ‌تأثیر آزمون مبتنی بر بازی وار سازی بر اضطراب امتحان، علاقه و یادگیری درس ریاضی دانش‌آموزان پایه ششم ابتدایی. فناوری آموزش, 17(4), 869-880. doi: 10.22061/tej.2023.9697.2888
محمد نظری دوست; محسن باقری. "‌تأثیر آزمون مبتنی بر بازی وار سازی بر اضطراب امتحان، علاقه و یادگیری درس ریاضی دانش‌آموزان پایه ششم ابتدایی". فناوری آموزش, 17, 4, 1402, 869-880. doi: 10.22061/tej.2023.9697.2888
نظری دوست, محمد, باقری, محسن. (1402). '‌تأثیر آزمون مبتنی بر بازی وار سازی بر اضطراب امتحان، علاقه و یادگیری درس ریاضی دانش‌آموزان پایه ششم ابتدایی', فناوری آموزش, 17(4), pp. 869-880. doi: 10.22061/tej.2023.9697.2888
نظری دوست, محمد, باقری, محسن. ‌تأثیر آزمون مبتنی بر بازی وار سازی بر اضطراب امتحان، علاقه و یادگیری درس ریاضی دانش‌آموزان پایه ششم ابتدایی. فناوری آموزش, 1402; 17(4): 869-880. doi: 10.22061/tej.2023.9697.2888

‌تأثیر آزمون مبتنی بر بازی وار سازی بر اضطراب امتحان، علاقه و یادگیری درس ریاضی دانش‌آموزان پایه ششم ابتدایی

فناوری آموزش
مقاله 12، دوره 17، شماره 4 - شماره پیاپی 68، مهر 1402، صفحه 869-880    اصل مقاله (713.67 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9697.2888
نویسندگان
محمد نظری دوست؛ محسن باقری*
گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران
تاریخ دریافت: 24 فروردین 1402،  تاریخ بازنگری: 23 مرداد 1402،  تاریخ پذیرش: 04 مهر 1402 
چکیده
پیشینه و اهداف:‏‎ هدف پژوهش حاضر، بررسی ‌تأثیر آزمون مبتنی بر بازی‌وارسازی‌ بر اضطراب امتحان، علاقه و یادگیری درس ریاضی دانش‌آموزان پایه­­ ششم ابتدایی است.
روش‌ها‌: روش مورد استفاده در پژوهش حاضر از نوع شبه تجربی و طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بوده و از نظر هدف، جزو پژوهش‌های کاربردی است. جامعه آماری در پژوهش حاضر، شامل همه دانش‌آموزان پسر پایه ششم ابتدایی شهرستان اسدآباد در سال تحصیلی 1401 -1400 است که از این میان 2 کلاس 17 نفره از دانش‌آموزان، به روش نمونه­‌گیری در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. در طی 8 جلسه،‌ پس از پایان آموزش در هر جلسه، در کلاس درس مجازی‌ برای گروه کنترل، آزمون به‌صورت معمولی اجرا ‌شد. اما برای گروه آزمایش، آزمون به‌صورت بازی‌­وار­سازی‌ اجرا ‌شد. به این‌صورت که سؤالاتی براساس محتوا و سرفصل‌هایی که هر جلسه تدریس می‌شد، طراحی و در سامانه کاهوت بارگذاری می‌شد. پس از پایان هر جلسه معلم لینک را در اختیار دانش‌­آموزان قرار می‌داد. دانش‌آموزان وارد سامانه می‌شدند و به سؤالات پاسخ می‌دادند. هم‌زمان با پاسخ دادن به سؤالات، می‌‌توانستند وضعیت خود را در مقایسه با سایر دانش‌آموزان ببیند. دانش‌آموزان آواتارهایی را انتخاب می‌کردند و در محیطی جذاب و چندرسانه‌­ای با سایرین به رقابت می‌پرداختند. همچنین معلم تابلوی امتیاز را پس از پایان هر آزمون در نرم‌‌افزار شاد به اشتراک می‌­گذاشت و اسامی نفرات برتر ثبت می‌شد. برای جمع‌آوری داده‌ها از پرسش‌نامه اضطراب امتحان ابوالقاسمی ‌و همکاران، پرسش‌نامه علاقه به ریاضی نعمتی و آزمون یادگیری محقق ساخته استفاده شد. برای تعیین روایی صوری و محتوایی آزمون از نظرات 12 تن از معلمان متخصص موضوعی استفاده شد. برای روایی محتوایی از شاخص CVR استفاده شد که این مقادیر در تک تک سوالات بررسی شدند و از مقدار 7/0 بیشتر بودند. لذا روایی محتوایی آزمون نیز مورد تأیید قرار گرفت. پایایی آزمون یادگیری ریاضی در پژوهش به روش کودرریچاردسون21،‌0 مقدار 81/0 به دست آمد که حاکی از پایایی مناسب این آزمون است. داده‌ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل گرفت.
یافته‌ها: نتایج تحلیل کوواریانس نشان داد که مداخله آزمایشی نتوانسته است به طور معناداری سبب کاهش اضطراب امتحان، افزایش علاقه به ریاضی و افزایش میزان یادگیری دانش‌آموزان گروه آزمایش شود (05/0<P).
نتیجه‌گیری:‌ بر اساس نتایج می‌توان استدلال کرد، استرس و اضطراب در ماهیت آزمون‌ها وجود دارد و این متغیرها تحت تاثیر عوامل مختلف فرهنگی، خانوادگی و محیطی قرار دارند و تغییر فرایند آزمون با استفاده از بازی‌وار سازی نتوانسته است تأثیر معناداری بر متغیرهای اضطراب امتحان، علاقه به درس ریاضی و یادگیری ریاضی داشته باشد. از سوی دیگر، با توجه به فقدان سامانه‌های داخلی در رابطه با بازی‌وار سازی، از سامانه مطرح بین‌المللی کاهوت استفاده شد که به دلیل عدم تطابق با برخی مؤلفه‌های فرهنگی ممکن است از دلایل عدم تأثیرگذاری باشد. با توجه به نتایج پژوهش، به کارگیری اصول بازی‌وار سازی در آزمون‌ها در مقطع ابتدایی نیاز به بررسی جوانب و ابعاد مختلف دارد که پژوهش‌های آتی می‌توانند مورد توجه قرار دهند.
کلیدواژه‌ها
بازی وارسازی؛ اضطراب ریاضی؛ علاقه به ریاضی؛ یادگیری
موضوعات
کاربرد بازی در آموزش
عنوان مقاله [English]
The effect of test-based gamification on Exam anxiety, interest in math and learning math lessons of sixth grade students
نویسندگان [English]
M. Nazari Dust؛ M. Bagheri
, Department of Educational Sciences, faculty of humanities, Arak University
چکیده [English]
Background and Objectives: The purpose of this research was to investigate the effect of gamification-based test on exam anxiety, interest and learning of mathematics lesson of the sixth grade of elementary school students.
Methods: The method used in the current research was quasi-experimental with a pre-test and post-test design with a control group, and was applied in term of puropos. The statistical population in the present study included all the male students of the sixth grade of elementary school in Asadabad in the academic year of 2021-2022. Among these, two classes of 17 students were selected through convinience sampling method and were randomly assigned to two experimental and control groups. During eight training sessions, after the end of each session and the teacher's training in the virtual classroom, the test was conducted normally for the control group, but for the experimental group, the test was conducted as gamification. In this way, questions were designed based on the content and topics that were taught in each session and uploaded to the Kahoot platform. After the end of each session, the teacher provided the link to the students, the students entered Kahoot and answered the questions. While answering the questions, they could see their status compared to other students. Students chose avatars and competed with others in an attractive and multimedia environment. Also, the teacher shared the leader board after the exam in the Shad software and the names of the best ones were recorded. In order to collect data, Abolghasmi et al.'s exam anxiety questionnaire, Nemati's math interest questionnaire and a researcher-made learning test were applied. In order to determine the validity of the form and content of the test, the opinions of 12 subject expert teachers were used. For content validity, CVR indices were used, and these values were checked in each question and they were greater than 0.7; so, the content validity of the test was also confirmed. The reliability of the math learning test in the study was obtained using the Kuder-Richardson method, 0.81, which indicated the appropriate reliability of this test. In order to collect data, Abolghasemi et al.'s test anxiety questionnaire, Nemati's math interest questionnaire, and the researcher's learning test were used. Data were analyzed using analysis of covariance
Results: The results of covariance analysis showed that the experimental intervention could not significantly reduce the exam anxiety, or increase interest in mathematics and the learning rate of experimental group students (P<0.05).
Conclusion: According to the results, it can be argued that there is stress and anxiety in the nature of tests and these variables are influenced by various cultural, family and environmental factors, and changing the test process using gamification had no significant effect on the variables of test anxiety, interest in mathematics and learn math. On the other hand, due to lack of internal systems related to gamification, the well-known international system of Kahoot was used, which may be one of the reasons for its lack of effectiveness due to its incompatibility with some cultural components. According to the results of the research, applying the principles of gamification in tests at the elementary level needs to examine different aspects and dimensions that future researches can pay attention to.
کلیدواژه‌ها [English]
Gamification", Exam Anxiety, Interest in Math, Learning
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