Educational computer games
S. Golzar Aziz; Z. Khoshneshin; Y Mahdavinasab; M. Rajabi
Abstract
Background and Objectives: The rapid advance of smart technologies has transformed various aspects of social life and, by its very nature, has significantly changed the nature, timing, and place of learning. Digital educational games, which in turn are one of the manifestations of technological progress ...
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Background and Objectives: The rapid advance of smart technologies has transformed various aspects of social life and, by its very nature, has significantly changed the nature, timing, and place of learning. Digital educational games, which in turn are one of the manifestations of technological progress in the modern era, will become an important part of education in the future. In this direction, educational systems have decided to change their educational methods and are looking for answers to the question of teaching and learning methods and how to prepare learners of the digital generation for life in this culture. In order to improve and make education effective for today's digital learners, one of these methods seems to be the use of educational games as an educational strategy in educational systems, considering the characteristics and possibilities of educational games. The purpose of this research was to investigate the effect of the design and application of ARIAN digital educational game on the motivation and learning of dyslexic students in the second grade of elementary school.Methods: In view of the practical purpose and method of data collection, the present research was conducted quasi-experimentally using pre-tests and post-tests. The statistical population of this research included all students with dysgraphia in the second grade of Baharestan city who studied in the academic year 2017-2018. For this research, firstly, a school in Tehran province in Baharestan city was randomly selected. Then, 32 students who met the conditions of the study were selected among the students with learning disabilities. The following instruments were used in this study: 1. A teacher-made test to investigate the effects of games on learning of dyslexic students 2. Harter's academic motivation questionnaire to measure students' academic motivation 3. Clinical interviews with teachers 4. Spelling disorder test to select a sample of dyslexic Then, according to the pretest, the students were divided into two experimental group and a control group.Findings: After collecting statistical data from the pretest, posttest, and learning and motivation test, the data were analyzed using SPSS statistical software in two parts: descriptive statistics (mean, median, mode, and standard deviation) and inferential statistics (variance and covariance analysis). The results of the covariance analysis of the effect of the pretest on the total academic motivation score show that there was a statistical difference between the mean academic motivation score of the dyslexic students in the experimental group and the control group. The results of the covariance analysis of the effect of the pretest on the total learning score also showed that there was a statistical difference between the average learning score of the dyslexic students in the experimental group and the control group.Conclusion: The results of the research showed that the use of educational game is effective in motivating (P<0. 01) and learning (P<0. 01) students with dysgraphia in the second grade. ARIAN digital educational game was able to significantly increase students' motivation and learning due to its features such as purposefulness and attention to students' needs, providing immediate feedback, providing suitable opportunities for trial and error and turning a negative and stressful atmosphere into an atmosphere full of trust and motivation, using communication channels such as text, speech, image, music and movement in education, the activeness of students in the learning process, the student-centeredness of the teaching and learning process and the use of multiple senses, it was able to significantly increase the motivation and learning of students.
Electronic learning- virtual
M. Rajabi; A. Ghasemtabar; Y. Mahdavi Nasab
Abstract
Background and Objectives: The new situation caused by the outbreak of the Coronavirus imposed unprecedented conditions on the education system of the countries. Although, prior to this situation, teachers mostly would appear in their classrooms and use classical methods like lectures to teach, now the ...
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Background and Objectives: The new situation caused by the outbreak of the Coronavirus imposed unprecedented conditions on the education system of the countries. Although, prior to this situation, teachers mostly would appear in their classrooms and use classical methods like lectures to teach, now the new situation they are faced with demands continuing their teaching only with the use of distance communication tools and teachers are forced to turn to online teaching and change their teaching styles according to this space. Therefore, in these circumstances and due to the importance of teachers' efficient use of this space and due to the large amount of unreliable information in the digital space and the need to have a critical and evaluative view of this space, teachers must have the required skills appropriate to these conditions. We call this skill digital literacy. In Iran, the Ministry of Education has made decisions to compensate for the effects of school closures, one of which is the launch of a "student education network" abbreviated as "SHAD". From the very beginning, there has been a lot of discussion about its efficiency from the users' point of view. In this regard, the purpose of this study was to investigate the relationship between the level of digital literacy of teachers and their views on the usability of the student educational network (SHAD).Methods: The method of the present research was applied in terms of purpose and descriptive-correlational in terms of data collection. The statistical population of this study includeed all primary teachers in Torbat-e Heydarieh in the academic year 1399-1400; they were about 585 people. Statistical sample was determined using Cochran's formula of 232 people and also simple random sampling method was used. In order to collect the required data and information related to digital literacy, the standard digital literacy questionnaire of Ng (2012) was used. Regarding usability, Bangor et al.’s (2009) system usability scale was used. This test consisted of 10 items. Odd test questions were direct questions and even questions were indirect ones.Findings: After analyzing the data using SPSS software, the results obtained in descriptive statistics showed that the average of digital literacy and its dimensions (technical, attitudinal, emotional-social and cognitive) as well as usability were all above the average. The results of correlation test, which examined the relationship between two variables, showed that the relationship between digital literacy and its dimensions with usability was significant and the highest value was related to the relationship between digital literacy and usability, which was 0.49. The results of regression test with the aim of predicting usability based on digital literacy also showed that digital literacy could predict 24% of the usability variable. The results of regression test with the aim of predicting usability based on the dimensions of digital literacy showed that the effect of technical and attitudinal dimensions on usability was confirmed and could predict almost 26% of the usability variable and the effect of cognitive and emotional-social dimensions was rejected.Conclusion: The results of the study indicated that there was a significant relationship between digital literacy and its technical and attitudinal dimensions with usability and the relationship between cognitive and emotional-social dimensions with usability was rejected. The benefits of using e-learning led to a positive attitude in people, and on the other hand, those who were technically skilled in working with software found it practical. According to the results obtained in this study, the importance of teachers' digital literacy is clear because teachers with higher digital literacy will not have much difficulty in teaching in digital space and using educational software, and this would improve their performance in this field.
