Maryam vasoo jouibari; NASRIN MOHAMMADHASANI; Yousef Mahdavi Nasab
Abstract
The purpose of the present study was to investigate the impact of gamification on the self-directed learning ability of sixth-grade male students in mathematics. This research had an applied objective and utilized a quasi-experimental method with a pretest-posttest design including a control group. The ...
Read More
The purpose of the present study was to investigate the impact of gamification on the self-directed learning ability of sixth-grade male students in mathematics. This research had an applied objective and utilized a quasi-experimental method with a pretest-posttest design including a control group. The data collection tool was Fisher's self-directed learning questionnaire. The statistical population included all sixth-grade students in Joybar city in 2023-2024. Using the convenience sampling method, 36 students were selected from two schools in Joybar city and randomly assigned to two experimental and control groups of 18 students. The experimental group engaged in learning in a gamified environment for 8 45-minute sessions. Descriptive statistics and analysis of covariance were used to analyze the data. The findings showed that the mean scores of students' self-directed learning ability in the gamified group had a significant increase of .19 compared to the control group. Additionally, the results of analysis of covariance indicated that gamification had a significant effect on self-directed learning (f=47.6, sig=.016), self-management component (f=41.7, sig=.01), motivation in learning (f=61.3, sig=.066), and self-control (f=25.11, sig=.002). The results showed that the use of gamification has a positive impact on the self-directed learning ability of sixth-grade male students in math class and on all three components of self-directed learning ability, including self-management, self-control, and motivation in learning.
Haniyeh Khademiyan vamerzani; yusef mahdavi nasab; Nasrin Mohamadhasani; seyed saeed torabi
Abstract
The current researchwas conducted with the aim of the effect of story animation method on the academic motivation and learning of Persian lessons of primary school students.The present research method It was a quasi-experiment with a pre-test,post-test design with a control group.The statistical population ...
Read More
The current researchwas conducted with the aim of the effect of story animation method on the academic motivation and learning of Persian lessons of primary school students.The present research method It was a quasi-experiment with a pre-test,post-test design with a control group.The statistical population of the present study included all first grade female students of Damghan city, of which 30 were included in the study according to the entry and exit criteria through available sampling.To the face by accident At two groups the experiment And Witnesses (15 people in each group) were included.The participants in the pre- test and post- test phases of the Science of Power learning motivation scale, china And object (2005)and completed the questionnaire made by the researcher to learn Persian lesson and during the intervention process, the experimental group received the story animation method during two months in 18 30- minute sessions and the control group received regular daily training.To analyze the data from the software spss.24 And Univariate analysis of covariance test used.The results showed that the group receiving the story animation method had a significant increase in the post-test compared to the control group Motivation and learning Persian lesson They showed it It means that the use of story animation has been effective in improving academic motivation and learning (p<0.05).Based on the findings of the present research, it can be said that the story animation method leads to improving the motivation and learning of the Persian lesson of the first grade elementary school students.
zahra Rasisdi Zadeh; Yousef Mahdavi Nasab; NASRIN MOHAMMADHASANI; kiumars taghipour
Abstract
Due to the epidemic of the Covid-19 disease, non-attendance teaching replaced face-to-face teaching for a while. Here, educational television played a role in solving these inequalities. Therefore, the aim of the current research is to evaluate the television programs of the educational network in order ...
Read More
Due to the epidemic of the Covid-19 disease, non-attendance teaching replaced face-to-face teaching for a while. Here, educational television played a role in solving these inequalities. Therefore, the aim of the current research is to evaluate the television programs of the educational network in order to determine the state of these programs in terms of Instructional design. The statistical population of the research is the educational programs of the TV Education Network for the third grade of elementary school in Farsi in the second half of 2019-2020, which includes 16 hours. The tool used is a researcher-made checklist. A sample T-Tech was used to analyze the data, and Friedman's test was used to determine the rating of compliance with the principles of Instructional design in TV programs of the Education Network in Farsi. The obtained results are: principles of Instructional design (desired), content (desired), technical dimension (desired), teaching plan (desired). Among the components of the teaching plan, the components of attracting and maintaining attention, expressing the goal, visual-auditory presentation, and reflection/thinking were in an average state, and the component of summarizing the presented materials was in an unfavorable state. Also, the results of Friedman's ranking showed that the technical dimension, the content dimension and the teaching plan dimension were observed more in the Persian lesson in television programs. From the aspect of the teaching plan, the components of attracting and maintaining attention, expressing the goal, visual-auditory presentation, reflection/thinking and summarizing the material needed more attention.
NASRIN MOHAMMADHASANI; Rahim Aghazadeh
Abstract
The present study aimed to compare the effect of three Instructional methods: Instructional multimedia, Gamification (digital form) and (face-to-face) Gamification on learning English vocabulary. The research method was experimental with pre-test and post-test design. In this study, Instructional multimedia ...
Read More
The present study aimed to compare the effect of three Instructional methods: Instructional multimedia, Gamification (digital form) and (face-to-face) Gamification on learning English vocabulary. The research method was experimental with pre-test and post-test design. In this study, Instructional multimedia was pre-made software Drops, Gamification created by using storyline software and face-to-face educational games with game elements were used in vocabulary for 7 sessions. The statistical population of the study consisted of all 7th grade students in Harris County (Khaje district) of East Azarbaijan province. The statistical sample was selected by convenience sampling method and included 45 individuals who were randomly divided into three groups of 15 each. The research tool was a researcher-made english language test whose validity was confirmed by experts and its reliability by Cronbach's alpha was Obtained(0.81). Analysis of covariance was used for data analysis. The results showed that there was a significant difference between the multimedia groups, Gamification and the face-to-face educational game. This superiority is for the Gamification group and the face-to-face educational game group.
