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توهند, رضا, علی نژاد, مهرانگیز, دانشمند, بدرالسادات. (1403). کاربرد رویکرد بازی‌گونه‌سازی (گیمیفیکیشن) در برنامه درسی آموزش عالی براساس تجارب خبرگان. فناوری آموزش, 18(3), 549-570. doi: 10.22061/tej.2024.10054.2932
رضا توهند; مهرانگیز علی نژاد; بدرالسادات دانشمند. "کاربرد رویکرد بازی‌گونه‌سازی (گیمیفیکیشن) در برنامه درسی آموزش عالی براساس تجارب خبرگان". فناوری آموزش, 18, 3, 1403, 549-570. doi: 10.22061/tej.2024.10054.2932
توهند, رضا, علی نژاد, مهرانگیز, دانشمند, بدرالسادات. (1403). 'کاربرد رویکرد بازی‌گونه‌سازی (گیمیفیکیشن) در برنامه درسی آموزش عالی براساس تجارب خبرگان', فناوری آموزش, 18(3), pp. 549-570. doi: 10.22061/tej.2024.10054.2932
توهند, رضا, علی نژاد, مهرانگیز, دانشمند, بدرالسادات. کاربرد رویکرد بازی‌گونه‌سازی (گیمیفیکیشن) در برنامه درسی آموزش عالی براساس تجارب خبرگان. فناوری آموزش, 1403; 18(3): 549-570. doi: 10.22061/tej.2024.10054.2932

کاربرد رویکرد بازی‌گونه‌سازی (گیمیفیکیشن) در برنامه درسی آموزش عالی براساس تجارب خبرگان

فناوری آموزش
مقاله 5، دوره 18، شماره 3 - شماره پیاپی 71، تیر 1403، صفحه 549-570    اصل مقاله (990.04 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2024.10054.2932
نویسندگان
رضا توهند؛ مهرانگیز علی نژاد* ؛ بدرالسادات دانشمند
گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر کرمان، کرمان، ایران
تاریخ دریافت: 29 آبان 1402،  تاریخ بازنگری: 01 بهمن 1402،  تاریخ پذیرش: 26 فروردین 1403 
چکیده
پیشینه و اهداف: رویکرد بازی‌گونه‌سازی یکی از جدیدترین و جذابترین تحولات در سال‌های اخیر است که در حوزه‌های مختلفی از جمله آموزش، مؤثر بوده است. این رویکرد با ایجاد نشاط و تعامل، توجه بسیاری از مخاطبان را به خود جلب کرد. بازی‌‌گونه‌‌سازی به معنای به‌کارگیری عناصر و مؤلفه‌‌های بازی در موقعیت غیر بازی است که طبق یک فرآیند جذاب و از پیش تعیین‌‌شده، اهداف خاصی را مدنظر قرار می­دهد. رویکرد بازی‌گونه‌سازی با اثربخشی برنامه درسی، محیطی پویا و تعاملی را برای فراگیر به‌وجود می­آورد و در یک بستر مناسب، موقعیت آموزشی و یادگیری را ارتقا می­دهد. این پژوهش با هدف شناسایی تجارب خبرگان در ارتباط با کاربرد عناصر رویکرد بازی‌گونه‌سازی در برنامه درسی آموزش‌عالی انجام شده است.
روش‌ها‌: این پژوهش، به‌صورت کیفی با استفاده از رویکرد پدیدارشناسی (توصیفی) در سال 1401 انجام شد. در این پژوهش برای کسب تجارب خبرگان یک سؤال عمیق طرح شد و در صورت نیاز، عناصر رویکرد بازی‌گونه‌سازی بیان می‌شد تا مصاحبه‌شوندگان تجارب خود را در ارتباط با آن­ها بیان کنند. مشارکت‌کنندگان شامل خبرگانی از کل کشور بودند که در حوزه آموزش، پژوهش یا تولید محتوای الکترونیکی برای نظام­های آموزش عالی در ارتباط با بازی‌گونه‌سازی فعالیت داشتند. 18 خبره با توجه به نمونه‌گیری هدفمند و گلوله برفی در سطح کشور شناسایی شدند و مصاحبه‌ها که به مدت 1 ساعت بود تا رسیدن به اشباع نظری ادامه داشت. پس از انجام مصاحبه‌ها و ضبط آن‌ها، مصاحبه‌ها به‌صورت کامل مکتوب شدند و پس از مطابقت متن و صوت، چندین بار مرور انجام شد و سپس با سیستم کدگذاری مورد تجزیه و تحلیل قرارگرفت.
یافته‌ها: براساس تجارب خبرگان عناصر رویکرد بازی‌گونه‌سازی که می‌توان در برنامه درسی آموزش‌عالی به‌کار گرفت عبارتند از: ایجاد هیجان (نمایش محتوای جذاب، کاربرد روش‌های تدریس فعال، علائم رفتاری، مسابقه و طرح سؤال، ماجراجویی و عدم تکرار)، ایجاد تعامل (یاددهنده با یادگیرندگان، با استفاده از فضای مجازی، با استفاده از محتوا و بین یادگیرندگان)، ایجاد رقابت (رقابت گروهی، با محدودیت زمانی، رقابت فردی و با قرعه‌کشی)، ایجاد انگیزه (تکنیک‌‌های خلاقانه، ایجاد انگیزه درونی، ایجاد انگیزه بیرونی، جملات انگیزشی)، بازخورد (بازخورد متناسب با تلاش، بازخوردهای کیفی و بازخورد بلافاصله بعد از آزمون)، امتیازدهی (فرصت جبران، نوار پیشرفت، ارائه نامنظم امتیاز و تعیین نقش‌)، پاداش‌دهی (دادن جایزه، انواع پاداش‌ها و طراحی گواهینامه و اعطای آن)، ایجاد چالش (با طرح سؤال و با ابزار)، تعیین قوانین و مقررات (تعیین اهداف چند بعدی درس و اعلام آن در ابتدای ترم، ترسیم نقشه راه توسط استاد و جریمه شیرین) و سطح‌بندی (سطح‌بندی مطالب و پیش رفتن گام به گام از ساده به دشوار، از عینی به ذهنی، از معلوم به مجهول).
نتیجه‌گیری: رویکرد بازی‌گونه‌سازی دارای عناصری است که پیاده‌سازی آن در برنامه درسی آموزش عالی، منجر به جذابیت و پویایی تدریس می­شود و روند یادگیری را تسهیل می­کند. بر این اساس، می‌توان از تجارب خبرگان رویکرد بازی‌گونه‌سازی در فرآیند آموزشی استفاده کرد تا کلاس، از جو خشک و کسل‌کننده خارج شود و با استفاده از عناصر رویکرد بازی‌گونه‌سازی، فرآیند یادگیری را جذاب، لذت‌بخش و ماندگار کند. این رویکرد، به مخاطبان و علایقشان توجه خاصی کرده است و مشارکت و تعامل فراگیران را مدنظر قرار می­دهد تا دانش جدید در یک فرآیند شاد و جذاب، با فعالیت دانشجویان تولید شود. 
کلیدواژه‌ها
آموزش‌عالی؛ بازی‌گونه‌سازی؛ برنامه‌درسی؛ رویکرد کیفی؛ یادگیری
موضوعات
بازی گونه سازی
عنوان مقاله [English]
The Application of Gamification Approach in the Curriculum of Higher Education Based on Experts' Experiences
نویسندگان [English]
R. Tohand؛ M. Alinejad؛ B. Daneshmand
Department of Educational Sciences, Faculty of Literature and Humanities, Shahid Bahonar Kerman University, Kerman, Iran
چکیده [English]
Background and Objectives: The gamification approach is one of the newest and most attractive developments in recent years, which has been effective in various fields, including education. This approach attracted the attention of its audience by creating excitement and interaction. Gamification means the application of game elements and components in a non-game situation, which, according to an attractive and predetermined process, considers certain goals. The gamification approach with the effectiveness of the curriculum created a dynamic and interactive environment for the learners and improved their educational and learning status in a suitable context. This research was conducted with the aim of identifying the experiences of experts in connection with the application of the elements of the gamification approach in the higher education curriculum.
Methods: This qualitative research was conducted using a phenomenological (descriptive) approach in the year 1401. In this study, a deep question was posed to experts to obtain their experiences, and if necessary, elements of the gamification approach were explained for the interviewees to express their experiences related to them. The participants included experts from across the country who were involved in education, research, the production of electronic content for higher education systems related to gamification. Based on targeted sampling and snowball technique, 18 participants were identified at the national level. The interviews, which lasted for one hour each, continued until theoretical saturation was reached. After conducting and recording the interviews, they were transcribed full. The transcriptions were then reviewed multiple times, comparing the text with the audio, and subsequently subjected to a coding and analysis system.
Findings: Based on the experts' experiences, the elements of gamification approach that can be employed in higher education curriculum were as follows: Create excitement (presenting engaging content, using active teaching methods, behavioral cues, competitions and questionnaires, adventure and avoiding repetition), Create partnership and interaction (instructor with learners, utilizing virtual space, through content and among learners), Create competition (group competitions, time constraints, individual competitions, and lottery-based competitions), Create motivation (creative techniques, fostering intrinsic motivation, fostering extrinsic motivation, motivational statements), Provide feedback (appropriate feedback for effort, qualitative feedback, immediate feedback after the test), Scoring (opportunity for remediation, progress bar, irregular scoring, and role determination), Rewarding (giving rewards, types of incentives, designing certificates, and awarding them), Create challenge (by posing questions and using tools), Determining rules and regulations (setting multidimensional goals for the lesson and announcing them at the beginning of the term, drawing a roadmap by the teacher, and sweet penalty) and Leveling (leveling the content and progressing step by step from easy to difficult, from concrete to abstract, from known to unknown).
Conclusion: The gamification approach has elements that, by implementing it in the curriculum of higher education, could lead to the attractiveness and dynamism of teaching and facilitate the learning process. Therefore, it is possible to use the experiences of the experts of the gamification approach in the educational process to change the class from a dry and boring teacher-centered atmosphere, go out and use the elements of the gamification approach to move towards inclusiveness and make the learning process attractive, enjoyable and lasting. This approach has paid special attention to the audience and their interests and considered the participation and interaction of learners to put learning in a happy, attractive, active and effective process.
کلیدواژه‌ها [English]
Learning, Gamification, Curriculum, Qualitative Approach, Higher Education
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