آمار

تعداد نشریات11
تعداد شماره‌ها226
تعداد مقالات2,285
تعداد مشاهده مقاله3,519,801
تعداد دریافت فایل اصل مقاله2,580,408
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
مراجع
[1] Valijonovna KI, Rakhmatjonovich TD, Mukhtoraliyevna ZS. Informational Technology at Education. Spanish Journal of Innovation and Integrity. 2022;6:262-6.

[2] Farrokhi, A., Lohrasbi, M. Using educational facilities is a step to facilitate the learning process. Quarterly Journal of Education Studies, 2022; 8(29): 1-14. [In Persian]

[3] Olimov SS, Mamurova DI. Information Technology in Education. Pioneer: Journal of Advanced Research and Scientific Progress. 2022 May 1;1(1):17-22.

[4] Dahalan F, Alias N, Shaharom MS. Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review. Education and Information Technologies. 2023 Jan 12:1-39.

https://doi.org/10.1007/s10639-022-11548-w.

[5] Ghorbani H, Safai Mohd S, Abbasi A. Opportunities and threats of globalization in higher education curriculum Elements. [master’s thesis]. Master's Thesis in Curriculum Planning. Tehran Khwarazmi University, Faculty of Psychology and Educational Sciences. 2014 March: 1-177. [In Persian]

[6] Mardani Kamali A, Rouhani S, Ebadi R. Evaluation of the impact of interactive content on the satisfaction of learning (Case study Mehr-Albroz University). [master’s thesis]. MehrAlborz Virtual University; 2015 Sep,151P. [In Persian]

[7] Urh M, Vukovic G, Jereb E. The model for introduction of gamification into e-learning in higher education. Procedia-Social and Behavioral Sciences. 2015 Jul 25;197:388-97.

https://doi.org/10.1016/j.sbspro.2015.07.154.

[8] Haruna H, Abbas A, Zainuddin Z, Hu X, Mellecker RR, Hosseini S. Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions. Information and Learning Sciences. 2021 Apr 2.

https://doi.org/10.1108/ILS-05-2020-0162.

[9] Karamert Ö, Vardar AK. The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning. 2021;4(2):96-114.

https://doi.org/10.31681/jetol.904704.

[10] Rudolf A. Levelling up Learning: Exploring the Effectiveness of Gamification Elements on Learning and Motivation (Bachelor's thesis, University of Twente).2023.

[11] de Paula Porto D, de Jesus GM, Ferrari FC, Fabbri SC. Initiatives and challenges of using gamification in software engineering: A Systematic Mapping. Journal of Systems and Software. 2021 Mar 1;173:110870.

https://doi.org/10.1016/j.jss.2020.110870.

[12] Venter M. Gamification in STEM programming courses: State of the art. In2020 ieee global engineering education conference (educon) 2020 Apr 27 (pp. 859-866). IEEE.

[13]. Ghasemi Arganeh M, Pourroostaei Ardakani S, Mohseni Ezhiyeh A, Fathabadi R. Effectiveness of Gamification-based education in the educational motivation students with mental disability. Technology of Education Journal (TEJ). 2021 Jun 22;15(3):429-38. [In Persian]

https://doi.org/10.22061/jte.2019.4980.2147.

[14].rahbari, M., soleymani, N., soltanifar, M., abtahi, A., zamanie moghaddam, A. Designing a Comprehensive Model for Evaluating the Effectiveness of Gamification Projects in Online Environment. Information and Communication Technology in Educational Sciences, 2021; 12(46): 27-47. [In Persian]

[15] Abbasi M, MONTAZER GH A, Alipoor Darvishi Z, GHORBANI F. Designing a personalized e-learning system using learners' characteristics and implementing it with the gamification elements. IRANIAN COMMUNICATION AND INFORMATION TECHNOLOGY[Internet]. 2021;13(47-48):58-71. [In Persian]

[16] 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.

[17] Castro KA, Sibo ÍP, Ting IH. Assessing gamification effects on e-learning platforms: An experimental case. InLearning Technology for Education Challenges: 7th International Workshop, LTEC 2018, Žilina, Slovakia, August 6–10, 2018, Proceedings 7 2018 (pp. 3-14). Springer International Publishing. https://doi.org/10.1007/978-3-319-95522-3_1.

[18] SANSYZBAYEV A. THE POSSIBILITIES OF USING GAMIFICATION ELEMENTS IN TEACHING MATHEMATICS. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi. 2023 May 5;10(1):157-70.

https://dergipark.org.tr/en/pub/asead/issue/77283/1287990.

[19] An Y, Zhu M, Bonk CJ, Lin L. Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education. 2021 Apr;33(1):64-84.

https://doi.org/10.1007/s12528-020-09256-w.

[20] Ziani, M., Tajfar, A., Ahmadi, A. Survey the impact of gamification on behavioral outcomes. [master’s thesis]. Payam Noor University;2017.211p. [In Persian]

[21] Kamunya S, Mirirti E, Oboko R, Maina E. An Adaptive Gamification Model for E-Learning. In 2020 IST-Africa Conference (IST-Africa)(pp. 1–10).

[22] Aprilia T, Ardiansyah AR, Riyanti H. The Feasibility of Interactive Multimedia and Online Quiz Based Gamification on Learning Management System (LMS) Thematic Learning Courses. Jurnal Prima Edukasia. 2023 Jan 30;11(1):120-33.

[23] Ahmadi, M., Noorani, S. F., Hosseini, S. The effect of gamification on improving students' environmental literacy. Technology of Education Journal (TEJ), 2023; 17(3): 683-694.

[24] Falah Tafti S, Hemti F, Forutani F, Hakimi JA. The effect of gamification on students' teaching and learning. New research approaches in management and accounting. 1401 Apr13;6(21):86-02. [In Persian]

[25] Ahmadi M, Noorani S F. Investigating the effect of education with the help of gamification on improving the environmental literacy of elementary school students in Tehran 2022. [In Persian] https://doi.org/10.22061/tej.2023.9713.2891.

[26] Brdaran H. The effect of gamification on the learning of experimental science lessons of the fourth grade students of the first district of Alborz province. Journal of New Developments in Psychology, Educational Sciences and Education 1401; No. (46): 190-203. magiran.com/p2425708. [In Persian]

[27] Rastgar, A., Tavakoli, H. Identifying and Ranking the Factors that Affects the Effectiveness of Staff Training Based on Gamification. Journal of Sustainable Human Resource Management, 2022; 4(6): 267-245. [In Persian]

https://doi: 10.22080/shrm.2022.3879.

[28] Wang YF, Hsu YF, Fang K. The key elements of gamification in corporate training–The Delphi method. Entertainment Computing. 2022 Jan 1;40:100463.

https://doi.org/10.1016/j.entcom.2021.100463.

[29] Armanda ML, Indriani L. IS LEARNING ENGLISH BORING WITH GAMIFICATION?. ELTR Journal. 2022 Mar 25;6(1).

https://doi.org/10.37147/eltr.v6i1.129.

[30] Díaz Arévalo DI. Gamification strategy and its impact in the English learning vocabulary (Master's thesis, La Libertad: Universidad Estatal Península de Santa Elena, 2022).

[31] Nurtanto M, Kholifah N, Ahdhianto E, Samsudin A, Isnantyo FD. A Review of Gamification Impact on Student Behavioral and Learning Outcomes. International Journal of Interactive Mobile Technologies. 2021 Dec 10;15(21).

https://doi.org/10.3991/ijim.v15i21.24381.

[32] Maruti Sibani S, Sanei H. Designing and creating an educational game based on the principles of gamification and its application in electronic education. [master’s thesis]. information technology management-electronic business orientation, Raja University, Faculty of Management, Department of Human Sciences 2018 Aug. [In Persian]

[33] Batooli, Z., Fahimnia, F., Naghshineh, N., Mirhosseini, F. The Analysis and Review of the Literatures in the field of Gamification in e-Learning. Technology of Education Journal (TEJ), 2019; 13(3): 700-712. [In Persian]

https://doi.org/10.22061/jte.2018.3550.1893.

[34] Yamani HA. A conceptual framework for integrating gamification in elearning systems based on instructional design model. International Journal of Emerging Technologies in Learning (Online). 2021;16(4):14.

https://doi.org/10.3991/ijet.v16i04.15693.

[35] Zainuddin Z, Farida R, Keumala CM, Kurniawan R, Iskandar H. Synchronous online flip learning with formative gamification quiz: instruction during COVID-19. Interactive Technology and Smart Education. 2022 May 11;19(2):236-59.

https://doi.org/10.1108/ITSE-01-2021-0002.

[36] Alshammari MT. Design and learning effectiveness evaluation of gamification in e-learning systems. International Journal of Advanced Computer Science and Applications. 2019;10(9).

[37] Soleimāni, N., Fathi Vājārgāh, K., Hoseini, M., Haghāni, M. Meta-synthesis study of key factors of success in education and professional development through gamification based on Roberts model. Educational Innovations, 2020; 19(4): 7-38. [In Persian] https://doi.org/10.22034/jei.2020.121547.

[38] Ahmadi MM, Torabi A, Safian M. Modeling the structural equations of the influencing factors of the work game on knowledge sharing; Study case: selected universities of Tehran. Strategic management of organizational knowledge, 2019 February 24; (3):116-77. [In Persian]

[39] Vagianou M, Paraskeva F, Karampa V, Bouta H. Applying motivational techniques and gamified elements on instructional design models for effective instruction in secondary education. InLearning Technology for Education Challenges: 9th International Workshop, LTEC 2021, Kaohsiung, Taiwan, July 20-22, 2021, Proceedings 9 2021 (pp. 111-123). Springer International Publishing.

https://doi.org/10.1007/978-3-030-81350-5_10.

[40] de la Peña D, Lizcano D, Martínez-Álvarez I. Learning through play: Gamification model in university-level distance learning. Entertainment Computing. 2021 Aug 1;39:100430.

https://doi.org/10.1016/j.entcom.2021.100430.

[41] Panis I, Setyosari P, Kuswandi D, Yuliati L. Design gamification models in higher education: A study in Indonesia. International Journal of Emerging Technologies in Learning (iJET). 2020 Jun 26;15(12):244-55.

[42] Alhalafawy W, Zaki M. The effect of mobile digital content applications based on gamification in the development of psychological well-being. (2019): 107-123.

[43] Hasan MM. Design and implementation of gamified course contents. InHandbook of research on mobile devices and smart gadgets in K-12 education 2018 (pp. 32-44). IGI Global.

DOI: 10.4018/978-1-5225-2706-0.ch003.

[44] Khaleel FL, Ashaari NS, Meriam TS, Wook T, Ismail A. The architecture of dynamic gamification elements based learning content. Journal of Convergence Information Technology. 2016 Jun;11(3):164-77.

DOI: 10.11591/ijece.v10i5.pp4965-4972.

[45] Bidarra J, Figueiredo M, Natálio C. Interactive design and gamification of ebooks for mobile and contextual learning. International Journal of Interactive Mobile Technologies (iJIM). 2015:24-32. http://dx.doi.org/10.3991/ijim.v9i3.4421.

[46] Luo Z. Gamification for educational purposes: What are the factors contributing to varied effectiveness?. Education and Information Technologies. 2022 Jan;27(1):891-915.

https://doi.org/10.1007/s10639-021-10642-9.

 [47] Nasirzadeh E, Fathian M. Investigating the effect of gamification elements on bank customers to personalize gamified systems. International Journal of Human-Computer Studies. 2020 Nov 1;143:102469.

https://doi.org/10.1016/j.ijhcs.2020.102469.

[48] Razali N, Nasir NA, Ismail ME, Sari NM, Salleh KM. Gamification elements in Quizizz applications: Evaluating the impact on intrinsic and extrinsic student’s motivation. InIOP Conference Series: Materials Science and Engineering 2020 Sep 1 (Vol. 917, No. 1, p. 012024). IOP Publishing.

DOI: 10.1088/1757-899X/917/1/012024.

 [49] Koivisto J, Hamari J. Gamification of physical activity: A systematic literature review of comparison studies. In3rd International GamiFIN Conference, GamiFIN 2019. CEUR-WS.

[50] Huang R, Ritzhaupt AD, Sommer M, Zhu J, Stephen A, Valle N, Hampton J, Li J. The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development. 2020 Aug;68(4):1875-901.

https://doi.org/10.1007/s11423-020-09807-z.

[51] Jusas V, Barisas D, Jančiukas M. Game Elements towards More Sustainable Learning in Object-Oriented Programming Course. Sustainability. 2022 Feb 18;14(4):2325.

https://doi.org/10.3390/su14042325.

[52]Contreras-Espinosa RS, Blanco-M A. A Literature Review of E-government Services with Gamification Elements. International Journal of Public Administration. 2021 Jun 27:1-7.

https://doi.org/10.1080/01900692.2021.1930042

[53]Mahmoudi SM, Shayani F, Karimi A. Identification of the solutions for implementing and improving staff training using the gamification approach. Quarterly Journal of Training and Development of Human Resources. 2020 Dec;25(25):0. [In Persian]

[54] González-Fernández A, Revuelta-Domínguez FI, Fernández-Sánchez MR. Models of Instructional Design in Gamification: A Systematic Review of the Literature. Education Sciences. 2022 Jan 13;12(1):44.

https://doi.org/10.3390/educsci12010044.

[55] Chauhan S, Akhtar A, Gupta A. Gamification in banking: a review, synthesis and setting research agenda. Young Consumers. 2021 Jun 7;22(3):456-79.

https://doi.org/10.1108/YC-10-2020-1229.

[56] Chan KI, Chan NS, Tang SK, Tse R. Applying Gamification in Portuguese Learning. In2021 9th International Conference on Information and Education Technology (ICIET) 2021 Mar 27 (pp. 178-185). IEEE.

https://doi.org/10.1109/ICIET51873.2021.9419612.

[57] Choi JF, Choi J. Development of gamification model for flipped learning. International Journal of Crisis & Safety. 2021 Jun 2;6(2):68-79.dx.

https://doi.org/10.22471/crisis.2021.6.2.68.

[58] Rohan R, Pal D, Funilkul S. Mapping Gaming Elements with Gamification Categories: Immersion, Achievement, and Social in a MOOC Setting. In2020 14th International Conference on Innovations in Information Technology (IIT) 2020 Nov 17 (pp. 63-68). IEEE. https://doi.org/10.1109/IIT50501.2020.9299047.

 [59] Mosalanejad L. Implementation of Gamification from blended learning based on the flex model and efficacy of this program on students: an experiences from Iran, An Quasi-experimentaL Study. https://doi.org/10.21203/rs.2.14677/v1.

[60] Torres-Toukoumidis A, León DV, De-Santis A, López-López PC. Gamification in Ecology-Oriented Mobile Applications—Typologies and Purposes. Societies. 2022 Mar 8;12(2):42.

https://doi.org/10.3390/soc12020042.

[61] Limantara N, Hidayanto AN, Prabowo H. The elements of gamification learning in higher education: A systematic literature review. International Journal of Mechanical Engineering and Technology. 2019 Feb 1;10(2):982-91.

 [62] Homer R, Hew KF, Tan CY. Comparing digital badges-and-points with classroom token systems: Effects on elementary school ESL students’ classroom behavior and English learning. Journal of Educational Technology & Society. 2018 Jan 1;21(1):137-51.

 [63] Abrams SS, Walsh S. Gamified vocabulary: Online resources and enriched language learning. Journal of Adolescent & Adult Literacy. 2014 Sep;58(1):49-58.

https://doi.org/10.1002/jaal.315.

[64] Rezadad A, Salehi M, Musavi M. Analyzing the Content of the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani Textbooks, and the Content on the SHAD (software) for Game and Gamification. Quarterly Journal of Applied Issues in Islamic Education. 2021 Dec 10;6(3):7-36. [In Persian]

http://dx.doi.org/10.52547/qaiie.6.3.7.

[65] Smiderle R, Rigo SJ, Marques LB, de Miranda Coelho JA, Jaques PA. The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments. 2020 Dec;7(1):1-1.

https://doi.org/10.1186/s40561-019-0098-x.

[66] Huseynov F. Gamification in E-Commerce: Enhancing Digital Customer Engagement through Game Elements. InDigital Innovations for Customer Engagement, Management, and Organizational Improvement. 2020 (pp. 144-161). IGI Global. DOI: 10.4018/978-1-7998-5171-4.ch008.

[67] Govender T, Arnedo-Moreno J. A Survey on Gamification Elements in Mobile Language-Learning Applications. InEighth International Conference on Technological Ecosystems for Enhancing Multiculturality. 2020 Oct 21 (pp. 669-676).

https://doi.org/10.1145/3434780.3436597.

[68] Rebelo S, Isaías P. Gamification as an engagement tool in e-learning websites. Journal of Information Technology Education. Research. 2020;19:833.

[69] Högberg J, Shams P, Wästlund E. Gamified in-store mobile marketing: The mixed effect of gamified point-of-purchase advertising. Journal of Retailing and Consumer Services. 2019 Sep 1;50:298-304.

https://doi.org/10.1016/j.jretconser.2018.07.004.

[70] Garett R, Young SD. Health care gamification: a study of game mechanics and elements. Technology, Knowledge and Learning. 2019 Sep;24(3):341-53.

https://doi.org/10.1007/s10758-018-9353-4.

[71] Gaikwad G, Jain A. Feelbot: Reducing use of bad words in children through wearable using artificial intelligence and gamification. InProceedings of the 2017 Conference on Interaction Design and Children. 2017 Jun 27 (pp. 777-781). https://doi.org/10.1145/3078072.3105876.

[72] Hashmati M, Poursaid M, Kazemi, M. Understanding the lived Experience of Gamification users Approach: Case study of Foursquare and Swarm Application Users [master’s thesis]. Shahid bahonar University of Kerman;2020.105p. [In Persian]

[73] Parastesh Mona. Clustering Insurance Customers Based on Data Mining Techniques for Use in Gamification Techniques. IRANIAN JOURNAL OF INSURANCE RESEARCH (SANAAT-E-BIMEH)[Internet]. 2021;35(4):125-161. [In Persian]

[74] Denden M, Tlili A, Essalmi F, Jemni M, Chen NS, Burgos D. Effects of gender and personality differences on students’ perception of game design elements in educational gamification. International Journal of Human-Computer Studies. 2021 Oct 1;154:102674.

https://doi.org/10.1016/j.ijhcs.2021.102674.

[75] Jeon SW, Ryu G, Moon SJ. Museum Gamification Design using Story Elements. International Journal of Advanced Culture Technology. 2020;8(4):25-32.

[76] Rahman MH, Ismail D, Noor AZ, Salleh NS. Gamification elements and their impacts on teaching and learning–A review. The International Journal of Multimedia & Its Applications (IJMA) Vol. 2018 Dec;10.

[77] Medina EG, Hurtado CP. Kahoot! A digital tool for learning vocabulary in a language classroom. Revista Publicando. 2017 Sep 9;4(12 (1)):441-9.

[78] Ketyi, A. From mobile language learning to gamification: An overlook of research results with business management students over a five-year period. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras. (2016) I, 45-60.

[79] Hasegawa T, Koshino M, Ban H. An English vocabulary learning support system for the learner’s sustainable motivation. SpringerPlus. 2015 Dec;4(1):1-9.

https://doi.org/10.1186/s40064-015-0792-2.

[80] Palomo-Duarte M, Berns A, Dodero JM, Cejas A. Foreign language learning using a gamificated APP to support peer-assessment. InProceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality 2014 Oct 1 (pp. 381-386).

https://doi.org/10.1145/2669711.2669927

[81] Madahi Roush M, Alinejad M, Daneshmand B. The lived experience of faculty members and students of Shahid Bahonar University of Kerman Providing lessons with a gamification method. Shahid bahonar University of Kerman;2021,132p. [In Persian]

[82] Solat F, Fathian M. Designing a Gamification System to Improve Suppliers Satisfaction from Manufacturers in Supply Chain. [master’s thesis]. A Case Study of Automotive Industry: Iran University of Science and Technology Industrial Department;2019,160p. [In Persian]

[83] Ibrahim EN, Jamali N, Suhaimi AI. Exploring gamification design elements for mental health support. International Journal of Advanced Technology and Engineering Exploration. 2021;8(74):114.

[84] Ofosu-Ampong K. The shift to gamification in education: A review on dominant issues. Journal of Educational Technology Systems. 2020 Sep;49(1):113-37.

https://doi.org/10.1177/0047239520917629.

[85] Soltani T, Salavatian S, Labafi S. Designing a Gamified Model to Improve Collaborative Culture among Media Staff in the Knowledge Sharing Process: A Case Study of the TV Employees of the Islamic Republic of Iran. Organizational Culture Management. 2020 Sep 22;18(3):457-83. [In Persian]

https://doi.org/10.22059/jomc.2020.283600.1007819

[86] An Y, Zhu M, Bonk CJ, Lin L. Exploring instructors’ perspectives, practices, and perceived support needs and barriers related to the gamification of MOOCs. Journal of Computing in Higher Education. 2021 Apr;33(1):64-84

https://doi.org/10.1007/s12528-020-09256-w.

[87] Salari M, Khoshnashein Z, Mahdodi Nasab Y. The Effect of gamification on SchoolEngagement and learning in 6th grade elementary school students. [master’s thesis]. Kharazmi University;2020.165p. [In Persian]

[88] Biazar A, Mortazavi M, Shahgholian K. Designing Gamification Model of Human Resources Management in Governmental Organizations,, 2021; 8(32): 51-84. [In Persian]

[89] Tabnak M, Hosseini S. The role of gamification and game-based learning in assessment of systems thinking. Journal of Strategic Management Studies. 2021 Mar 21;12(45):119-38. [In Persian]

[90] Guaqueta CA, Castro-Garces AY. The use of language learning apps as a didactic tool for EFL vocabulary building. English Language Teaching. 2018;11(2):61-71.

[91] Sun JC, Hsieh PH. Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Journal of Educational Technology & Society. 2018 Jul 1;21(3):104-16.

[92] Girardelli D. Impromptu speech gamification for ESL/EFL students. Communication Teacher. 2017 Jul 3;31(3):156-61.

[93] Khastar H, Akbari P, Vakili Y, Shahriari SA. A Conceptualization of Employee Engagement Based on Gamification. Public Organizations Management. 2020;8(3):109-36. [In Persian]

https://doi.org/10.30473/ipom.2020.50502.3946.

[94] Abbasi M. Designing a personalized e-learning system using learners' characteristics and implementing it with the gamification elements. Journal of Information and Communication Technology. 2021 Sep;47(47):58. [In Persian] https://dorl.net/dor/20.1001.1.27170414.1400.13.47.5.1.

[95] Mohammadhasani, N., Aghazadeh, R. 'The Impact of Digital Gamification, Instructional Multimedia and Face-to-face Educational Games on Seventh Grade English Learning', Technology of Instruction and Learning.2017; 3(11), pp. 79-98. [In Persian] Doi: 10.22054/jti.2020.48100.1290

[96] Kingsley TL, Grabner‐Hagen MM. Vocabulary by gamification. The Reading Teacher. 2018 Mar;71(5):545-55. https://doi.org/10.1002/trtr.1645.  

[97] Hajimoradi S, Khani M, Manian A. A survey of bachelor students’ readiness to accept Gamification in order to improve their learning level in the management faculty of University of Tehran. [master’s thesis]. University of Tehran;2016.114p. [In Persian]

[98] Farhzadi S H.Gamification in the development of leadership programs.,2013;29-33:(271)25. [In Persian]

[99] Tenório MM, Reinaldo FA, Góis LA, Lopes RP, Santos Junior GD. Elements of gamification in virtual learning environments. InInternational Conference on Interactive Collaborative Learning 2017 Sep 27 (pp. 86-96). Springer, Cham.

[100] Vahidi, M; Moham madian, R. Gamification, an emerging field in education.2018;33,40-43. [In Persian]

[101] Mousavi, S., Kolahdouz-Rahimi, S., Samimi-Dehkordi, L. Applying Model Driven Approach for Gamification of Educational Courses: Action Research. Journal of Research in Rehabilitation Sciences, 2019; 15(2): 107-114. [In Persian]

[102] Kummanee J, Nilsook P, Wannapiroon P. Digital learning ecosystem involving STEAM gamification for a vocational innovator. International Journal of Information and Education Technology. 2020 Jul;10(7):533-9.

[103] Uskov A, Sekar B. Smart gamification and smart serious games. InFusion of smart, multimedia and computer gaming technologies 2015 (pp. 7-36). Springer, Cham.

https://doi.org/10.1007/978-3-319-14645-4_2.

[104] Hamari J, Koivisto J, Sarsa H. Does gamification work?--a literature review of empirical studies on gamification. In2014 47th Hawaii international conference on system sciences. 2014 Jan 6 (pp. 3025-3034). Ieee.

https://doi.org/10.1109/HICSS.2014.377.

[105] Toda AM, Klock AC, Oliveira W, Palomino PT, Rodrigues L, Shi L, Bittencourt I, Gasparini I, Isotani S, Cristea AI. Analysing gamification elements in educational environments using an existing Gamification taxonomy. Smart Learning Environments. 2019 Dec;6(1):1-4.

https://doi.org/10.1186/s40561-019-0106-1.

[106] Tondello GF, Mora A, Nacke LE. Elements of gameful design emerging from user preferences. InProceedings of the annual symposium on computer-human interaction in play 2017 Oct 15 (pp. 129-142).

https://doi.org/10.1145/3116595.3116627.

[107] Zarzycka-Piskorz E. Kahoot it or not? Can games be motivating in learning grammar?. Teaching English with Technology. 2016;16(3):17-36.

آمار
تعداد مشاهده مقاله: 1,220
تعداد دریافت فایل اصل مقاله: 1,075


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب