Game-based Education
M. Nazari Dust; M. Bagheri
Abstract
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 ...
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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 covarianceResults: 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.
Game-based Education
M. Ahmadi; S. F. Noorani; S. Hosseini
Abstract
Background and Objectives: Environmental crises are threats to all creatures and the balance of nature, and their root is human activity. Therefore, the current change in human behavior will be able to solve environmental problems. The purpose of environmental education is increasing people's sensitivity ...
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Background and Objectives: Environmental crises are threats to all creatures and the balance of nature, and their root is human activity. Therefore, the current change in human behavior will be able to solve environmental problems. The purpose of environmental education is increasing people's sensitivity to events and changes in the physical, biological, social, economic, social, and political environment and their effects on the environment so that the ability to recognize environmental issues can acquire the necessary skills in devising methods and tools to protect the environment and solve its problems. Currently, gamification is one of the techniques that can be used to increase students' environmental literacy. Gamification is a new method that has been translated into ‘playmaking’ in some sources and means the use of playful elements and thoughts in areas that are not the nature of the game. Gamification has been one of the topics discussed in recent years, which can be used to increase efficiency and user interaction. Properly applied gamification in educational environments will lead to better learning of students. This study investigated the impact of gamification on the promotion of environmental literacy of the first-year elementary school students in TehranMethods: The research was conducted as a quasi-experimental study with a pre-test and post-test design along with the experimental group. The statistical population included all male students whose age ranged between 6-7 years, who were studying in the district 15 of Tehran in the academic year of 2021-2022. With multi-stage cluster random sampling method, 60 participants were included in the sample and 30 people were randomly assigned to the experimental group; They have received part of the concepts of environmental literacy through gamification-based education for 12 sessions. The questionnaire was devised by the researcher and its formal and content validity was confirmed by the experts. Also, its reliability was reported using Cronbach's alpha coefficient of 0.86, indicating acceptable reliability. The collected data were analyzed using descriptive and inferential statistics via SPSS 24 software.Findings: The results of the data showed that gamification had a significant and positive effect on promoting environmental literacy (F = 1.57, 70.6 and P = 0.001). Also, gamification made a significant impact in promoting environmental literacy (water consumption management (F = 1.57, P = 0.001), electricity consumption management (F = 1.57, P = 0.001), gas consumption management (F = 0.001, 04 F1.57/58 and P=0.001), waste management (F1.57, 40.8 and P=0.001), forest preservation (F1.57, 337.63 and P=0.001), animal protection (F1.51.06) ,57 and P=0.001) among the students of the first year of elementary school.Conclusion: Taking into account the effective role of gamification in improving environmental literacy (water consumption management, electricity consumption management, gas consumption management, waste management, forest conservation and animal conservation), it can be concluded that the use of gamification in education is a new approach that has caused a wide transformation in the education system and increased the hope of the effectiveness of learning environmental concepts and related literacy among the students.
Game-based Education
S.F. Noorani; M. Serkani; Z. Karimi
Abstract
Background and Objectives: Game Theory is a branch of applied mathematics that can mathematically model the real-world scenarios for situations such as competition and cooperation and predict their payoffs. The main point in Game Theory is that the interests of the competition or cooperation of both ...
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Background and Objectives: Game Theory is a branch of applied mathematics that can mathematically model the real-world scenarios for situations such as competition and cooperation and predict their payoffs. The main point in Game Theory is that the interests of the competition or cooperation of both sides depend on each other's decisions. The teaching and learning environments are considered as an undeniable atmosphere of interactions among the learners, faculty members, and instructors. Using Game Theory to interactions modeling, we are able to analyze the situation to achieve the greater educational achievement. In this paper, for the first time, we used Educational Game Theory to mention the use of Game Theory in the education context. The aim of the present study was to highlight the types of applications of Game Theory in addressing various aspects of teaching and learning in the articles that were conducted from 1987 to 2022.Methods: This research is applied in terms of purpose and systematically provides a comprehensive review of research on the use of game theory in education and learning. In the first stage, by searching the electronic scientific and research sources and preliminary study of abstract, introduction, and conclusion of articles, we discovered that 42 articles were related to the purpose of our research. In the next stage, each of the studied articles was examined and analyzed in detail from four aspects: What is the application of game theory in the field of education and learning? Is there a mechanism design in the study? Who interacts in the field of education (learners, teachers, staff, and parents), and basically who are the players in the proposed model? Finally, we investigated how the articles evaluate and proved their proposed model. Using a questionnaire, the applications of game theory in the field of education were prioritized. The best-worst (BWM) multi-criteria decision-making method was used for prioritization.Findings: In the present study, we divided the use of game theory in the field of education and learning into six categories. The first category was research that analyzed participatory behavior in different situations. The second category was research that used game theory to create an environment for further learning; the third category was articles that used game theory to model conditions that would affect the quality of education and create an environment for further learning. The fourth category was research that modeled learner assessment conditions. The fifth category modeled and analyzed the educational behavior of teachers with each other and their teaching methods. The sixth category was articles that considered the collaborative learning environment and use game theory to recommend educational resources to group members. From the perspective of relationship modeling, 60% of the articles modeled the interaction among the learners, 29% modeled the interaction between the instructors and learners and 7% of the articles modeled the interaction of the instructors. One article modeled parental interaction in deciding whether to hire a tutor and one article modeled the employee-learner relationship on cheating. The analysis of the findings showed that applications such as "learner assessment", "enhancement of learning" and "content suggestion" were assigned the highest priorities, respectively. Applications such as "teachers' educational behavior analysis", "investigation of environmental factors affecting education" and "participatory behavior analysis" were in lower priorities.Conclusion: We studied and organized studies which have applied Game Theory in the education area. The areas of learner assessment by the instructor or peer, grouping for collaboration learning, using the user model, and implicit modeling were some of the topics that needed further research in Educational Game Theory. Also, in learner/learner and learner/teacher interactions, new incentives design methods need to encourage players to learning improvement. The results of this study provide a perspective for researchers in the area of education and learning regarding the use of Game Theory in modeling the teaching and learning environment and creating conditions for increasing educational outcomes.
Game-based Education
S. F. Noorani; M.H. Manshaei; E. Mahmoudzadeh; M. A. Montazeri
Abstract
Background and Objectives:In any educational system, the optimal output of educational approach is of particular importance. Therefore, considering the personality characters of individuals and providing educational services in accordance with their characteristics are effective factors in learning and ...
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Background and Objectives:In any educational system, the optimal output of educational approach is of particular importance. Therefore, considering the personality characters of individuals and providing educational services in accordance with their characteristics are effective factors in learning and educational efficiency improvement. Analyzing the data related to learner’s behavior in an educational environment and implicitly discovering the learner’s personality based on their behavior is a well-noticed study in recent years. Over the last few years, using learners’ information such as number of friends, the level of activities in educational forum, writing style of learner, study duration, the difficulty of solved problem, the difficulty of presented example by learners, number of clicks, number of signs in sentences, the time spent doing homework are items that has been used to personal characteristic identification. This study is aimed at using teammates’ changing / not changing data in order to learners’ personality identification. For this purpose the teammates’ changing/ not changing data extracted from a dynamic collaborative learning environment that allows leaners to change their teammate during the different sessions of learning, are used. The design and implementation of mentioned dynamic collaborative learning environment is based on game theory. Game theory provides mathematical models of conflict and collaboration between intelligent rational decision-makers. Methods: In this paper, we collect teammates’ changing/not changing information of 119 randomly selected computer engineering students from a game theoretical dynamic collaborative learning environment. At the next step, using frequent pattern mining, as a tools of data mining, some aspects of the neo big 5 personality traits of learners are identified. In this survey, in order to evaluate the results, the extracted patterns from frequent pattern mining are compared with the neo big 5 personality questionnaire that have been filled by learners. In another part of research, using the Laplace’s rule of succession, valuable predictions were made about the probability of teammate’s changing of learners during the learning process. Findings: In this study, using frequent pattern mining in learners’ behaviour, we identified some neo big 5 personality traits such as those in the first (neuroticism), second (extraversion), and third (openness to experience) dimensions, with an acceptable support value. The results of this part of research can be used in any adaptive learning environment that adapt learning process for individual learners with different personality. At the next step of our study, we predicted the probability of the teammate changing in the sessions after. At this step, we had a prediction accuracy of up to 67.44%. Using the results of this part, teammate suggestion can be made to learner based on likelihood of their teammates’ changing. That is, higher teammate changing probability, more appropriate teammate suggestion to learner. Conclusion: The results of the present study can be used in any adaptive system that requires predicting group change behaviour or identifying personality dimensions based on behaviour.
Game-based Education
M. Roshanian Ramin; K. Aliabadi; A. Delavar
Abstract
Background and Objectives: Today Computer games are one of the most effective media among various educational media. However, playing games can be used as a training method in education process. But in the opinion of many researchers, the making the game by the students can have deeper effects and it ...
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Background and Objectives: Today Computer games are one of the most effective media among various educational media. However, playing games can be used as a training method in education process. But in the opinion of many researchers, the making the game by the students can have deeper effects and it is an instructive and enjoyable experience for people, especially students. Computer game-making will stimulate thinking and creativity because in this action individual engaged in the multi-dimension activities. Due to the computer game-making by students is the new phenomenon and lack of enough research on the impact of this activity on creativity, there is a need for more research in this area. In this regard, the main purpose of this study was to investigate the effect of computer game-making on the creativity of elementary male students and sub-objectives were include: 1-Investigating the effect of computer game-making on the fluid dimension of creativity. 2- Investigating the effect of computer game making on the originality dimension of creativity. 3-Investigating the effect of computer game making on the flexibility dimension of creativity. 4- Investigating the effect of computer game making on the expansion dimension of creativity. Materials and Methods: The research method in this study was a quasi-experimental pre-test and post-test design with a control group. The statistical population was all boys' primary schools in the city of Islamshahr. One of these schools was selected. The sample of this study was 40 students from fourth to sixth grade who were selected using simple random sampling method and were randomly assigned to the control and experimental groups. The data collection tool was the Torrance Form B Creativity Test, which includes four subscales: fluidity, flexibility, originality, and expansion. The method of data collection was survey and the method of data analysis was differential t-test. Findings: Data analysis showed that computer game-making had a positive effect on creativity and its dimensions. Regarding the sub-hypotheses, the results showed that the mean score of the fluidity dimension of creativity in the experimental group was 9.21 with a standard deviation of 4.52 and the mean score of the control group was 2.25 with a standard deviation of 1.43. Analysis of the data showed that the experimental group experienced more changes in the creative fluid dimension than the control group and their fluidity increased compare to before playing, (sig 0.001). Therefore, the research hypothesis was confirmed at the level of P Conclusion: game-making involves the user in a real multidimensional problem, and it can provide the context for fostering creativity. Game-making required the presentation of new ideas in the process of designing and producing games, and students saw the result of their work objectively, they had an inner motivation to keep working and continued to complete their ideas as well as come up with new ideas, and this is the point that has been emphasized in theories of creativity.
Game-based Education
S.A.H. Hosseini Anari; M. Neshati
Abstract
Background and Objective:In recent years, we have witnessed a dramatic growth of digital gaming media in entertainment and popular culture. Games are firmly entrenched in human culture and have consistently impacted their social life and leisure on an unprecedented scale. One of the achievements of digital ...
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Background and Objective:In recent years, we have witnessed a dramatic growth of digital gaming media in entertainment and popular culture. Games are firmly entrenched in human culture and have consistently impacted their social life and leisure on an unprecedented scale. One of the achievements of digital gaming media is that it stimulates issues beyond entertainment. In general, the game can be described as a voluntary activity in which the player has freedom of action and can enter or leave the game at any time. An emerging strategy in the field of play is gamification, but gamification is slightly different from normal play. Gamification can be defined as the use of gamified thinking in areas that do not have the nature of play, which is created to create interaction and motivation in people to achieve the desired goals. Nowadays, gamification has been turned into a strong motive tool to engage and increase users’ participation in the educational systems. Previous research indicates generally the importance and efficiency of gamification methods to improve educational processes, but in these researches, the characteristics of each audience and its effect on their behavior were not investigated. In this research, we attempt to study individual characteristics such as their gender and education background on their effectiveness rate from gamification. Methods: For this study, we designed an educational system based on gamification approach named as “Elenow” and gave it to the students (N=41) who were studying “Technical writing and presentation method” course. Elenow is a web-based system which is accessible on users’ mobile. In addition to the data collected by Elenow system, a questionnaire was given to the audiences and asked them about the effectiveness of gamification process implemented by the Elenow system. Also, the information about the students’ educational background was extracted from the university educational systems. Findings:The most important findings of this research revealed that the individual characteristics of audiences are significant factors on their effectiveness from gamification. Therefore, we can’t consider a single approach for all individuals participating in a gamified activity. Conclusion: The most important results of this research are: as the audience of educational systems has different individual characteristics, such as gender, the effectiveness of each element of the designed gamification is different for them. Also, their level of interest and satisfaction with the elements of gamification, such as; signs, points, etc. are not the same; therefore, in designing gamified mechanisms for educational purposes, a single version cannot be considered for all audiences. For this reason, it is important to consider these features in gamified designs. In particular, some symptoms motivate female students and others motivate male students. While women get better feedback than homework-related symptoms, men are more interested in receiving skill-related symptoms.
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.
Game-based Education
M. Shafaei
Abstract
Background and Objective:Currently, different teaching techniques and methods are used in teaching architectural design. Holding architecture education conferences at the national level shows the attention of experts and researchers to the importance of this issue. In recent years, critical, participatory ...
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Background and Objective:Currently, different teaching techniques and methods are used in teaching architectural design. Holding architecture education conferences at the national level shows the attention of experts and researchers to the importance of this issue. In recent years, critical, participatory teaching methods or techniques such as questions and answers to increase student motivation have been considered by researchers and architecture teachers. But holding architectural design courses in a workshop (practical) for many hours, repetition and uniformity of techniques such as one-day sketches, individual and collective corrections, and architectural design training become a tedious task for teachers and students. This becomes a serious challenge for young teachers who do not have enough teaching experience. It seems that game-based teaching method can increase students' motivation and increase their learning rate. In this regard, the purpose of this article is to investigate the effect of game-based education on game learning, participation and students' feelings about the benefits of one (bachelor) architecture design course. Extensive research on architecture education shows the importance of this subject. The main approach of these research studies is student-centered education. Many researchers have emphasized the collaboration between student and teacher. The main goal of these studies is enhancing architecture students’ motivation and learning. Nowadays, there is a support for digital game-based education. Therefore, the goal of this study is investigating the role of game-based education (not only digital games) in enhancing learning, collaboration and the students’ feeling about the usefulness of the subject matter. Methods: Here, the experimental method has been used. Statistical population includes students of architecture design 1-B.A. The sample size is 51 students organized in 3 groups. The game-based method was used in the experimental group. The second group (control group 1) was trained through “project correction with other students as reviewers”. The third group (control group 2) was trained through “individually project correction”. All students were assessed by MBI-SS questionnaire at the beginning and the end of the semester. Findings: The results obtained through comparing the frequency of answers. It was concluded that game-based education through pantomime, verbal games and figural games could have a positive role on enhancing “learning”, “collaboration” and “students’ positive feelings about the architecture education”. Conclusion: The present study, in line with participatory education and teacher-student interaction, showed the effect of game-based education on promoting student motivation. Although in today's world, teaching architecture through computer games is discussed, this research does not limit learning by games to just computer games. Demonstration, speech, writing and drawing games can be included in architectural design education according to the teacher's creativity and the fit of the game with the subject and stimulate students' interest in architectural design and according to the research literature, cause long-term (long-term) learning.
