دانشگاه تربیت دبیر شهید رجائی
انتشارات دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات11
تعداد شماره‌ها210
تعداد مقالات2,098
تعداد مشاهده مقاله2,877,450
تعداد دریافت فایل اصل مقاله2,085,212
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
مراجع
[1] Yamin M. Information technologies of 21st century and their impact on the society. International Journal of Information Technology. 2019 Dec;11(4):759-66.

[2] Altuna J, Lareki A. Analysis of the use of digital technologies in schools that implement different learning theories. Journal of Educational Computing Research. 2015 Oct;53(2):205-27.

[3] Gwóźdź-Łukawska G, Potyrała M, Schön D. Mobile quizzes in math. Zeszyty Naukowe Wydziału Elektrotechniki i Automatyki Politechniki Gdańskiej. 2017(52):37-40.

[4] Kiryakova G, Angelova N, Yordanova L. Gamification in education. InProceedings of 9th international Balkan education and science conference 2014 Oct (Vol. 1, pp. 679-684).

[5] Kim S, Song K, Lockee B, Burton J, Kim S, Song K, Lockee B, Burton J. What is gamification in learning and education? Springer International Publishing; 2018.

]6] Stieglitz S. Enterprise Gamification–Vorgehen und Anwendung. Gamification und serious games: Grundlagen, Vorgehen und Anwendungen. 2017:3-13. ‏

[7] Kapp KM. The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons; 2012 May 1.‏

[8] Sari AC, Fadillah AM, Jonathan J, Prabowo MR. Interactive gamification learning media application for blind children using android smartphone in Indonesia. Procedia Computer Science. 2019 Jan 1;157: 589-95. ‏

[9] Procopie R, Bumbac R, Giușcă S, Vasilcovschi A. The game of innovation. Is gamification a new trendsetter? Amfiteatru Economic Journal. 2015;17(Special No. 9):1142-55.

[10] Bovermann K, Bastiaens T. Using gamification to foster intrinsic motivation and collaborative learning: A comparative testing. InEdMedia+ Innovate Learning 2018 Jun 25 (pp. 1128-1137). Association for the Advancement of Computing in Education (AACE).

[11] Rabah J, Cassidy R, Beauchemin R. Gamification in education: Real benefits or edutainment. In17th European Conference on e-Learning, Athens, Greece 2018 Nov 1 (pp. 489-497).

[12] Harman K, Koohang A, Paliszkiewicz J. Scholarly interest in gamification: a citation network analysis. Industrial Management & Data Systems. 2014 Oct 7;114(9):1438-52.‏

[13] Daniel SJ. Education and the COVID-19 pandemic. Prospects. 2020 Oct;49(1):91-6.

[14] Chuang R, Kaye T, Moss Coflan C, Haßler B. Back-to-school campaigns following disruptions to education. EdTech Hub; 2020 Jun.

[15] Alsalhi NR, Qusef AD, Al-Qatawneh SS, Eltahir ME. Students’ perspective on online assessment during the COVID-19 pandemic in higher education institutions. Information Sciences Letters. 2022;11(1):10.

[16] Smith M, Brooks S, Lichtenberg A, McIlveen P, Torjul P, Tyler J. Career development learning: Maximising the contribution of work-integrated learning to the student experience. Final project report June 2009. University of Wollongong; 2009 Jan 1.‏

[17] Akrami, Rabia, Karsheki, & Kerami. Examining research opportunities and possibilities in the research educational environment of teachers. In the second national conference of educational psychology. 2014, May.

[18] Rostami MA, Ajam AA, Zabet H. Studying the Effect of teaching using humorous electronic content on motivation & mathematical anxiety on fifth grade students. Teaching Research, 2019; 7(2), 70-88.

[19] Primack BA, Shensa A, Escobar-Viera CG, Barrett EL, Sidani JE, Colditz JB, James AE. Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among US young adults. Computers in human behavior. 2017 Apr 1;69: 1-9.

[20] Mandler G, Sarason SB. A study of anxiety and learning. The Journal of Abnormal and Social Psychology. 1952 Apr;47(2):166.‏

[21] Başol G. IDA test anxiety scale: Validity and reliability study. The Journal International Education Science. 2017;4(13):173-93.‏

[22] Gholami, Omid, Marvotti, Zakraleh, Alipour Birgani, Siros, & Maktabi. (2015). Causal relationship between perfectionism and achievement goals with test anxiety mediated by self-efficacy beliefs in high school students. New educational approaches, 22(10), 117-143.

[23] Renninger KA, Hidi S. Revisiting the conceptualization, measurement, and generation of interest. Educational psychologist. 2011 Jul 1;46(3):168-84. ‏

[24] Carmichael C, Callingham R, Watt HM. Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM. 2017 Jun;49: 449-60.

[25] Krapp A. An educational–psychological conceptualisation of interest. International journal for educational and vocational guidance. 2007 Apr;7: 5-21. ‏

[26] Hassani K, Shafiyan M, Mirzaee SH. A Comparative study of the effects of face-to-face training and e-learning on the initial levels of learning in mathematics and elementary sciences. Technology of Education Journal (TEJ). 2022 Oct 26:39-50.

[27] Dewey J. Interest and effort in education. Forgotten Books; 1913.

[28] Van Yperen NW. Task interest and actual performance: the moderating effects of assigned and adopted purpose goals. Journal of personality and social psychology. 2003 Dec;85(6):1006.

[29] Renninger A, Hidi S, Nieswandt M. Interest in mathematics and science learning. Interest in Mathematics and Science Learning. 2015:1-428.

[30] Basilotta-Gómez-Pablos V, Matarranz M, Casado-Aranda LA, Otto A. Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education. 2022 Dec;19(1):1-6.

[31] Weber K, Martin MM, Cayanus JL. Student interest: A two-study re-examination of the concept. Communication Quarterly. 2005 Feb 1;53(1):71-86.

[32] Trautwein U, Lüdtke O, Nagy N, Lenski A, Niggli A, Schnyder I. Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects? Journal of personality and social psychology. 2015 Jul;109(1):142.

[33] Mahdikhani Sarvejahani J, Doosti H, Tehranian A, Shahvarani A, Azhini M. Standardization of Metaphorical Perception Scale of the Effectiveness of Mathematics Education Software in the Teaching-Learning Process from the perspective of mathematics teachers. Technology of Education Journal (TEJ). 2022 Sep 23;16(4):819-34.

[34] Bergin DA. Social influences on interest. Educational Psychologist. 2016 Jan 2;51(1):7-22.‏

[35] Fajarianto O, Tresnawati N, Wulandari TC, Ahmad A. Differences of Mathematics Learning Results between Make a Match Cooperative Methods and Expository Methods. EDUTEC: Journal of Education and Technology. 2022 Sep 30;6(1):141-9.

[36] Thurm D, Barzel B. Teaching mathematics with technology: A multidimensional analysis of teacher beliefs. Educational Studies in Mathematics. 2022 Jan 1:1-23.

[37] Balakrishnan V, Gan CL. Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics. 2016 Aug 1;33(3):808-21.

[38]‏ Manzano-León A, Camacho-Lazarraga P, Guerrero MA, Guerrero-Puerta L, Aguilar-Parra JM, Trigueros R, Alias A. Between level up and game over: A systematic literature review of gamification in education. Sustainability. 2021 Feb 19;13(4):2247.

[39] Swacha J. State of research on gamification in education: A bibliometric survey. Education Sciences. 2021 Feb 10;11(2):69.

[40] Kiryakova G, Angelova N, Yordanova L. Gamification in education. InProceedings of 9th international Balkan education and science conference 2014 Oct (Vol. 1, pp. 679-684).

[41] Pitoyo MD. Gamification based assessment: A test anxiety reduction through game elements in Quizizz platform. IJER (Indonesian Journal of Educational Research). 2019 Jul 31;4(1):22-32.

[42] Ahmed AA, Sayed BT, Wekke IS, Widodo M, Rostikawati D, Ali MH, Abdul Hussein HA, Azizian M. An Empirical Study on the Effects of Using Kahoot as a Game-Based Learning Tool on EFL Learners’ Vocabulary Recall and Retention. Education Research International. Feb 27;2022.‏

[43] Masyrufin A. Pengembangan Game Kahoot Sebagai Media Evaluasi Hasil Belajar Siswa. EDUTECH: Jurnal Inovasi Pendidikan Berbantuan Teknologi. 2022 Mar 2;2(1):63-73.

[44] Kaunang FR. Penggunaan Media Kahoot untuk Meningkatkan Hasil Belajar di Kelas VIII E SMP Kristen Eben Haezar 2 Manado. Jurnal pemikiran dan pengembangan pembelajaran. 2022 Feb 6;4(2).

[45] Ghasemi Arganeh, Mohammad, Pourrostaei Ardakani, Saeed, Mohseni, Alireza, Fatehabadi, Ruhollah. The effectiveness of gamification-based education in academic motivation of students with mental retardation. Education Technology, 2020;15(3).

[46] 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.

[47] Bagheri, Shahsavan Markdeh. The effect of education using gamification on students' academic enthusiasm. Two quarterly journals of cognitive strategies in learning, 2022.

[48] Fallah Tafti S., Hemmati F., Froutani F., Hakimi J. A. The effect of gamification on students' teaching and learning. Specialized Scientific Quarterly of New Research Approaches in Management and Accounting, 1401; 6(21), 86-102.

[49] Cao Y, Gong SY, Wang YQ, Zheng Q, Wang Z. How to provide competitors in educational gamification: The roles of competitor level and autonomous choice. Computers in Human Behavior. 2023 Jan 1;138: 107477.

[50] Rincon-Flores EG, Mena J, López-Camacho E. Gamification as a teaching method to improve performance and motivation in tertiary education during COVID-19: A research study from Mexico. Education Sciences. 2022 Jan;12(1):49.

[51] Kim J, Castelli DM. Effects of gamification on behavioral change in education: A meta-analysis. International Journal of Environmental Research and Public Health. 2021 Mar 29;18(7):3550.

[52[ Park S, Kim S. Is sustainable online learning possible with gamification? —The effect of gamified online learning on student learning. Sustainability. 2021 Apr 12;13(8):4267.

[53] Yıldırım İ, Şen S. The effects of gamification on students’ academic achievement: A meta-analysis study. Interactive Learning Environments. 2021 Nov 17;29(8):1301-18.

[54] Ruiz CG. The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective. Journal of Spanish Language Teaching. 2021 Jan 2;8(1):63-78.

[]55] Ismaili Gujar S, Bani Amrian. The role of gamification in learning. Educational Psychology Quarterly, 2021;17(62).

[56] Dehghanzadeh H, Fardanesh H, Hatami J, Talaee E, Noroozi O. Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning. 2021 Sep 3;34(7):934-57.

[57] Batooli Z, Fahimnia F, Nakhsineh N, Mirhosseini F. Reviewing and reviewing researches in the field of gamification in e-learning. Education Technology, 2019;13(3), 712-700.

[58] Landers RN. Gamification misunderstood: How badly executed and rhetorical gamification obscures its transformative potential. Journal of Management inquiry. 2019 Apr;28(2):137-40.

[59] Ringeisen T, Raufelder D. The interplay of parental support, parental pressure and test anxiety–gender differences in adolescents. Journal of adolescence. 2015 Dec 1;45: 67-79. ‏

[60] Susa G, Benga O, Pitica I, Miclea M. Child temperamental reactivity and self-regulation effects on attentional biases. Frontiers in psychology. 2014 Aug 25;5: 922.

[61] Belbase S. Images, Anxieties and Attitudes toward Mathematics. Online Submission. 2010 Dec 3.

آمار
تعداد مشاهده مقاله: 840
تعداد دریافت فایل اصل مقاله: 751


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب