Game-based Education
M. Rajabiyan Dehzireh; F. Dortaj; S. Pourroostaei Ardakani; S. Esmaeili Gojar
Abstract
Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary ...
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Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary era, will be an important part of the future education. To this end, educational systems have decided to change their teaching methods and have thought about how to teach and learn and how to prepare the digital generation to live in this culture. To improve and make education effective for today's digital learners, considering the features and capabilities of educational computer games, it seems that one of these methods is to use educational computer games as an educational strategy in educational systems. The purpose of this study was to investigate the effect of the use instructional computer games on cognitive emotion regulation and students' mindfulness. Methods: The research method is Quantitative and semi-experimental method of pre-test-post-test design with control group. The statistical population is all elementary students of Shahriar In the academic year 2017-2016. The sample consisted of 60 students (30 in the control group and 30 in the experimental group) who were selected through targeted sampling. Research tools included Garnefski et al cognitive emotion regulation and Baer et al mindfulness questionnaires. Findings: The research findings show that the use of instructional computergames effects on cognitive emotion regulation and students' mindfulness (p < 0.01). There is a significant difference in the components cognitive emotion regulation and mindfulness between the two groups (experiment and control) (p < 0.01). In positive strategies of cognitive emotion regulation and mindfulness, the moderated mean of the experimental group is more than that of the control group and in negative strategies of cognitive emotion regulation. The moderated mean of the experimental group is less than that of the control group. This shows that the use of instructional computergames effects on the improvement the components of cognitive emotion regulation and mindfulness in students (p < 0.01). Conclusion: Because learners engage in interactions in the educational computer game environment that use working memory cognitive resources for meaningful learning, direct instruction and guidance can play an executive role by providing minor alternatives to compensate for the lack of knowledge-based guidance for the learner by accurately retelling a management example and solving a problem. Of course, educational computer games in certain applications such as navigation tasks, reviewing and processing implicit gestures or processing complex narratives and background information can impose heavy requirements on our cognitive system according to the personal resources needed, here significant player involvement with the game or automating a player's computer skills due to intensive training can help the player solve this problem. During games, especially educational computer games, students gain access to new mental concepts, gain more and better skills, and use positive emotion regulation strategies while playing. The results of the research show that instructional computer games improve the cognitive emotion regulation and Mindfulness in students, it is suggested to use instructional computer games in classrooms.
Educational Science
A. Taheri; N. Tahmasbipour
Abstract
Background and Objectives: Emotional intelligence is a set of social and emotional abilities that help a person solve everyday problems and interact with others. Although general IQ is relatively constant, emotional intelligence can be created and taught, and organizations and companies can test and ...
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Background and Objectives: Emotional intelligence is a set of social and emotional abilities that help a person solve everyday problems and interact with others. Although general IQ is relatively constant, emotional intelligence can be created and taught, and organizations and companies can test and teach emotional intelligence. Emotional intelligence refers to the ability to control the feelings and emotions of oneself and others, to distinguish these feelings and to direct personal behavior and thinking based on this information. Research on emotional intelligence has shown that emotional intelligence is an effective and determining factor in real life outcomes such as success in school and education, success in work and interpersonal relationships, and overall health function. Emotional intelligence is positively correlated with mental health and negatively correlated with mental disorders. In addition, various studies have shown impairment in emotion regulation and emotional intelligence in some disorders such as borderline personality disorder, schizotypal personality disorder, schizophrenia, depression and anxiety disorders. In fact, the relationship between emotional intelligence, which is measured by the Transcendental Traits Scale, with variables such as depression, anxiety, and general mental and physical health in adults has been confirmed. The present study determines the relationship between emotional intelligence and its components and anxiety symptoms among country Olympiad students in educational year 2004-2005. Method and Materials: The study used a descriptive- survey research design. The population included 380 Olympiad male students from middle schools in Iran in educational year 1393-94. 181 students were selected based on Morgan table. The instruments included: Scale (TMMS) which is an objective self-report questionnaire based on emotional intelligence model and made by Salovey et al to assess three components of emotional intelligence; and Beck Anxiety scale (BAI) with 21 items and made to assess anxiety level. The method of data analysis in this study was correlation coefficient, one - way variance analysis and regression. Findings: The findings showed that there is a significant relationship between emotional intelligence and its components and anxiety symptoms among Olympiad Students. In addition there was no relationship between the component caring for the feelings and anxiety symptoms. The component feelings clarity also correlated significantly with anxiety symptoms. Finally, there was no significant correlation between the component feelings renewal and anxiety symptoms. Conclusion: According to the results, there is a significant relationship between emotional intelligence and anxiety and this variable predicts anxiety negatively. This means that students with high emotional intelligence are far less likely to be anxious. In addition, the explanation in this regard is that emotional intelligence with two important domains of mood, namely positive emotion (feeling happy, eager and interested, etc.) and negative emotion (anxiety, feelings of hostility and dissatisfaction, and ...) is also relevant. People with negative moods tend to experience emotional stability due to the stability of such situations, which may make it difficult to truly understand what is being felt. While positive-tempered people are more likely to be optimistic about their abilities; therefore, they evaluate themselves positively in terms of emotional ability, and people who are able to recognize, control, and use these emotional abilities will enjoy greater social support and a sense of mental health satisfaction. The above findings, which are the result of the anxiety component related to emotional intelligence, have been observed in fewer studies, and in this regard, the present study can be the source of serious challenges in such research.
