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بتولی, زهرا, فهیم نیا, فاطمه, نقشینه, نادر, میرحسینی, فخرالسادات. (1398). مرور و بررسی پژوهش های حوزه بازی وارسازی در آموزش الکترونیکی. فناوری آموزش, 13(3), 700-712. doi: 10.22061/jte.2018.3550.1893
زهرا بتولی; فاطمه فهیم نیا; نادر نقشینه; فخرالسادات میرحسینی. "مرور و بررسی پژوهش های حوزه بازی وارسازی در آموزش الکترونیکی". فناوری آموزش, 13, 3, 1398, 700-712. doi: 10.22061/jte.2018.3550.1893
بتولی, زهرا, فهیم نیا, فاطمه, نقشینه, نادر, میرحسینی, فخرالسادات. (1398). 'مرور و بررسی پژوهش های حوزه بازی وارسازی در آموزش الکترونیکی', فناوری آموزش, 13(3), pp. 700-712. doi: 10.22061/jte.2018.3550.1893
بتولی, زهرا, فهیم نیا, فاطمه, نقشینه, نادر, میرحسینی, فخرالسادات. مرور و بررسی پژوهش های حوزه بازی وارسازی در آموزش الکترونیکی. فناوری آموزش, 1398; 13(3): 700-712. doi: 10.22061/jte.2018.3550.1893

مرور و بررسی پژوهش های حوزه بازی وارسازی در آموزش الکترونیکی

فناوری آموزش
مقاله 18، دوره 13، شماره 3 - شماره پیاپی 51، تیر 1398، صفحه 700-712    اصل مقاله (791.82 K)
نوع مقاله: مقاله مروری
شناسه دیجیتال (DOI): 10.22061/jte.2018.3550.1893
نویسندگان
زهرا بتولی1؛ فاطمه فهیم نیا* 1؛ نادر نقشینه1؛ فخرالسادات میرحسینی2
1گروه علم اطلاعات و دانش‌شناسی، دانشکده مدیریت، دانشگاه تهران، تهران، ایران
2گروه هوشبری، دانشکده پیراپزشکی، دانشگاه علوم پزشکی کاشان، کاشان، ایران
تاریخ دریافت: 01 اردیبهشت 1397،  تاریخ بازنگری: 04 مهر 1397،  تاریخ پذیرش: 21 مهر 1397 
چکیده
پیشینه و اهداف: باوجود ظهور و پیشرفت فناوری­های نوین و به دنبال آن تغییر روش زندگی در دهه­های اخیر، سیستم‌های آموزش همان روش آموزش سنتی خود را حفظ کرده و خود را مطابق با ویژگی­های نسل دیجیتال تغییر نداده­اند. این در حالی است که ویژگی­های اهالی دیجیتال بر روش­های یاددهی-یادگیری آن­ها نیز مؤثر بوده است. یکی از جدیدترین تحولات رخ‌داده در حیطه فناوری­های نوین، بازی­وارکردن محیط های آموزشی است. یکی از مهم­ترین و جدیدترین تحولات رخ‌داده در حیطه فناوری­های نوین که به جذاب­تر شدن فضاهای جدی منجر شده، استفاده از بازی­وارسازی یا به عبارتی استفاده از عناصر بازی در محیط­های غیربازی است. بازی­وارسازی،‌ استفاده از مکانیک­های بازی، زیبایی­شناسی و تفکر بازی جهت درگیرکردن افراد، انگیزه­بخشی به اعمال،‌ ارتقاء یادگیری، مشارکت و حل مسئله است.
این پژوهش با هدف مرور مقاله­های قلمرو «بازی­وارسازی در آموزش الکترونیکی»، ارائه طرحی کلی از موضوع­های مورد پژوهش و بررسی اثربخشی آن در آموزش، با روش مرور سیستماتیک انجام شده است.
روش ها: بعد از جستجو در پایگاه­های اطلاعاتی معتبر با واژگان کلیدی مرتبط و بر اساس معیارهای ورودی، 60 مقاله مناسب بررسی در این مطالعه انتخاب شد. در ادامه مقاله­های منتخب به لحاظ جامعه پژوهش، تعداد عناصر بازی مورداستفاده، عناصر بازی مورد استفاده، دوره­های آموزشی بازی­وارشده و موضوع مقالات بررسی شد. اثربخشی بازی­وارسازی بر مشارکت، یادگیری، انگیزه، اضطراب، ارزیابی همتایان، همکاری متقابل، بهینه­سازی وب­سایت آموزشی، کاهش هزینه و بارکاری اساتید از جمله حوزه­های موضوعی این مقالات بود. زبان­های برنامه­نویسی و زبان انگلیسی از جمله بیشترین دوره­های آموزشی بازی­وار شده بود. عنصر بازی امتیاز، تابلو امتیاز، نشان، سطوح، چالش و بازخورد بیشتر از سایر عناصر مورد استفاده قرار گرفته بودند.
یافته‌ها: نتایج حاکی از اثربخشی محیط­های آموزشی بازی­وارشده بر افزایش یادگیری، مشارکت و انگیزه فراگیران است.
نتیجه‌گیری: پژوهش حاضر سعی دارد مروری جامع بر مطالعات حوزه بازی­وارسازی در آموزش الکترونیکی داشته باشد، هر چند با محدودیت­هایی من­جمله عدم بررسی مقالات به زبان غیر انگلیسی و عدم بررسی مطالعات منتشر شده در قالبی به جز مقاله مجله و همایش همراه بود.
بدون شک به‌منظور موفقیت در پروژه‌های مرتبط با بازی­وارسازی در آموزش الکترونیکی، نگاه به ابعاد متفاوت آن و برنامه­ریزی در آن زمینه‌ها بسیار مثمر ثمر خواهد بود و پژوهش‌هایی نظیر پژوهش حاضر می‌توانند دیدی همه­جانبه به‌منظور برنامه‌ریزی بلندمدت برای طراحی محیط­های آموزشی بازی­وارشده ارائه نماید. موضوع‌های به‌دست‌آمده از تحلیل مطالعات قلمرو بازی­وارسازی در آموزش الکترونیکی می‌تواند در ایران انجام شود، اگرچه انجام پژوهش‌های تکمیلی و جزئی‌تر و با روش‌های متنوع به غنی‌تر شدن آن کمک می‌کند.
کلیدواژه‌ها
بازی وارسازی؛ یادگیری الکترونیکی؛ عناصر بازی؛ یادگیری؛ انگیزه
موضوعات
بازی های رایانه ای آموزشی
عنوان مقاله [English]
The Analysis and Review of the Literatures in the field of Gamification in e-Learning
نویسندگان [English]
Z. Batooli1؛ F. Fahimnia1؛ N. Naghshineh1؛ F. Mirhosseini2
1Department of Knowledge & Information Science, Faculty of Management, University of Tehran, Tehran, Iran
2Department of Anesthesia, Faculty of Paramedical, Kashan University of Medical Sciences, Kashan, Iran
چکیده [English]
Background and Objective:Despite the advent of new technologies and the consequent change in lifestyle in recent decades, education systems have retained their traditional way of teaching and have not adapted to the characteristics of the digital generation. At the same time, the characteristics of digital people have also influenced their teaching-learning methods. One of the latest developments in the field of new technologies is the revitalization of educational environments. Despite the emergence and advancement of new technologies and, consequently, the change in lifestyle in recent decades, education systems have maintained the same traditional method of education and have not changed according to the characteristics of the digital generation. Meanwhile, digital generation features have been effective on their learning-teaching methods. One of the most important and recent developments in the field of modern technologies is gamified learning environments. The purpose of this study was to review the studies in the field of ‘Gamification in e-Learning’ and to provide the content analysis of this field and its effectiveness in education.
Materials: After searching the databases with related keywords and based on input criteria, 60 relevant articles were selected in this study. The selected articles were analyzed in terms of the game elements, gamified e-learning courses and the purpose of the articles. The effectiveness of the gamification on participation, learning, motivation, anxiety, peer assessment, collaboration, website optimization, cost reduction and faculty load were among the subject areas of these articles. The programming languages and English language were the most gamified educational courses. The game element point, leaderboard, badge, levels, challenge and feedback were used more than other elements.
Findings: The results indicated the effectiveness of gamified e-learning environments to increase learning, engagement and motivation of learners.
Conclusion: The present study tries to have a comprehensive review of studies in the field of gamification in e-learning, although it was accompanied by limitations such as not reviewing articles in non-English languages and not reviewing studies published in a format other than journal and conference articles. Undoubtedly, in order to succeed in projects related to gamification in e-learning, looking at its different dimensions and planning in those areas will be very fruitful, and research such as the present study can provide a comprehensive view for designing long-term gamified e-learning environments. The subjects obtained from the analysis of the field studies of gamification in e-learning can be done in Iran, although additional and more detailed research with various methods will help to enrich it.

کلیدواژه‌ها [English]
gamification, Electronic Learning, Game elements, Participation, motivation
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