Document Type : Original Research Paper
Authors
Department of Mathematics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Background and Objectives: The present study investigated the effect of blended gamified teaching on students' learning concerning their personality types. The hypothesis was that the application of this method and attention to personality types in designing blended gamified instruction could effectively enhance students' mathematics learning and alleviate their learning challenges. Furthermore, through the enhancement of insights regarding the distinctive characteristics of students, this methodology aspires to facilitate the augmentation of their performance and self-evaluations, thereby equipping them to engage in more astute decision-making in their forthcoming personal, academic, and professional endeavors.
Methods: This study was conducted using a quasi-experimental framework that included pre-and post-tests, as well as experimental and control groups. The statistical population for this investigation consisted of female seventh-grade students in District 7 of Tehran during the 2023-2024 academic year. The sample was obtained through cluster sampling. Four seventh-grade classrooms from two different girls' schools were selected as the accessible sample. Participants from one of the schools, totaling 66 students, were randomly assigned to the experimental group, while participants from the other school, totaling 49 students, made up the control group. The experimental group received instruction in algebraic concepts and equations as part of the seventh-grade mathematics curriculum through six sessions of blended, gamified instruction. This approach utilized both prepared games and researcher-developed games on existing educational platforms. In contrast, the control group was taught the same mathematical content through a blended teaching method over equivalent sessions. An academic achievement questionnaire was administered to assess learning in this study. Experts in the field confirmed the validity of this instrument. The reliability of the academic achievement questionnaires (both pre-test and post-test) was measured using Cronbach's alpha coefficients, which were found to be 0.94 and 0.97, respectively. Data analysis was conducted using descriptive and inferential statistical methods, with SPSS statistical software employed for the inferential analysis.
Findings: After compiling statistical data from the pre-test, post-test, and assessments of learning and motivation, the data were analyzed in two distinct sections: descriptive statistics (including mean, standard deviation, and normality testing) and inferential statistics (which included t-test and Univariate Analysis of Covariance). The results from the analysis of the variables revealed that the mean scores of the pre-test and post-test were examined and interpreted concerning the students' personality types. The study examined how the independent variable, blended gamified instruction, influenced the dependent variable, students' learning (scores). It was found that students in the experimental group, regardless of their personality types classified by the Myers-Briggs Type Indicator (MBTI), improved as a result of engaging with the blended gamified approach. This demonstrated the significant effectiveness of blended gamified teaching on their educational outcomes.
Conclusion: An analysis of the impact of personality types on student learning scores within the context of gamified instruction revealed some interesting findings. Introverts (I) across all personality types showed unequivocal improvements in their scores due to blended gamified teaching. In contrast, extroverts (E) exhibited inconsistent score changes, with some showing no significant increases as a result of this instructional approach. Specifically, the ESTP and ENTP personality types demonstrated the most notable advancements in scores, while the ESFP and ENFP groups experienced a decline in scores, indicating a reverse effect. Furthermore, additional analyses revealed that regardless of personality type, gamification enhanced intrinsic motivation for all students.
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