Educational Technology
Nasrin Mohammadhasani; Rahim Aghazadeh
Abstract
Purpose: The present study aimed to compare the effects of digital and face-to-face gamification on learning, recall, and motivation of English vocabulary.Method: We used the experimental method with a pre-test and post-test design. The statistical population of this research included all 7th-grade students ...
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Purpose: The present study aimed to compare the effects of digital and face-to-face gamification on learning, recall, and motivation of English vocabulary.Method: We used the experimental method with a pre-test and post-test design. The statistical population of this research included all 7th-grade students in Heris City. The sample of the study were selected as available samples and after the pre-test were randomly assigned into two experimental groups (N:52): the first group used the digital form and the second group used the face-to-face form. The research tool was the researcher-made learning and recall test, as well as Keller's educational achievement motivation questionnaire.Finding: The results of covariance and independent t-test indicated that there is no significant difference in the amount of learning and also there is no significant difference between the average scores of students in the recall test in the experimental groups (t= 0.93, sig= 0.44). On the other hand, the results show a significant difference in the motivation test of the groups (t=2.64, sig=0.01). The students in the digital gamification group experienced more motivation during the experiment.Conclusion: Although the result of this research shows the lack of a significant effect of gamification on learning in both face-to-face and digital forms, the results indicated that applying game-based learning in the digital form increased motivation. The different effects of Game-based instruction of the two groups on motivation and the effect of the game on learning and the positive self-concept of learning is a valuable and practical finding.
Asma Yazdi; Javad Hatami
Abstract
Purpose: Despite progress in the world, education has not changed much compared to previous years, and despite the variety of teaching methods, poor learning is one of the challenges in education. Applying educational games in teaching and learning can be a solution to this problem. In the last decade, ...
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Purpose: Despite progress in the world, education has not changed much compared to previous years, and despite the variety of teaching methods, poor learning is one of the challenges in education. Applying educational games in teaching and learning can be a solution to this problem. In the last decade, research has been conducted around the world to evaluate the effectiveness of educational games. A review of the literature is needed to examine the effectiveness of serious games in education, as the number of studies on serious games is increasing and some studies have tried to meta-analyze this issue.Method: For this purpose, the studies conducted on the effects of educational games are examined using the library method. Educational games, gamification, game, meta-analysis, and similar keywords were searched on Web of Science, Scopus, and Google Scholar, and 32 articles were selected and analyzed. The selected articles were reviewed in terms of positive findings, negative results, and effective factors in improving educational games.Findings: The results indicate the effectiveness of educational environments in the game in increasing the learning, participation, and motivation of learners.Conclusion: The present study tries to provide an overview of studies, especially meta-analytic studies in the field of game-making, although it was accompanied by limitations such as not reviewing studies published in a format other than journal articles and conferences. Research such as the present study can provide a broad perspective for the use and design of educational games in the educational process.
