hossein amani; alireza motallebinejad; Hashem Fardanesh
Abstract
Mobile game-based learning (MGBL) can be defined as a game for learning purposes utilizing mobile technologies for a gaming platform. The present study was conducted with the aim of the effect of mobile game-based learning on the learning rate and motivation of students in the labor and technology course. ...
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Mobile game-based learning (MGBL) can be defined as a game for learning purposes utilizing mobile technologies for a gaming platform. The present study was conducted with the aim of the effect of mobile game-based learning on the learning rate and motivation of students in the labor and technology course. The research method is in the framework of survey studies. The statistical population included all male students in the ninth year of the first period of Damghan high school in the academic year of 2019-2020, 549 people, of which 40 people were selected by the available sampling method. The tool for collecting information is a questionnaire made by the researcher, which includes a questionnaire measuring the amount of learning with a reliability calculation based on Cronbach's alpha 0.71 and a questionnaire measuring the level of motivation with a reliability calculation based on Cronbach's alpha 0.89. Also, the farm simulator game was used to measure the effectiveness of the mobile game. The content validity of the questionnaires was determined with the help of experts. The data were used with the help of descriptive tests and inferential MANCOVA statistics. The results showed that mobile game-based learning had a significant effect on students' learning and motivation. From the obtained results, it can be concluded that mobile game-based learning has a positive and significant effect on students' learning. This approach has significant potential on students' motivation in a way that increases students' interest and students show more effort and effort for the excellent performance of the activity.
Zabihollah Allahi; Majid Kahrazahi
Abstract
The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study ...
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The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study consisted of all male and female primary school teachers in Sistan and Baluchestan province. The research sample consisted of 43 people for the qualitative section and 379 people for the quantitative section who were selected by multi-stage cluster sampling method. Data collection tools for the qualitative part included structured interviews and focus groups and for the quantitative part a researcher-made questionnaire. Data were analyzed using one-sample t-test and Friedman test. The results of data analysis showed that first educational strategies and then organizational strategies are the most important practical strategies to encourage teachers to participate in the teacher-researcher program. Strategies related to school support also have the lowest priority among teachers in this field. (Chi-Square = 952/748, Sig = 0/000). In other words, organizational and educational factors can be higher motivators than motivational-financial factors and school support for teachers' participation in the teacher-researcher program.
Fatemeh Jafarkhani; Mahdi Vahedi; shabnam Yazdankhah
Abstract
This study aimed to examine the effect of instructional computer games using media comparison approach on learning and motivation of the students in the 4th year of primary school in the mathematics course. The statistical population of this quasi-experimental study was pretest-posttest design with control ...
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This study aimed to examine the effect of instructional computer games using media comparison approach on learning and motivation of the students in the 4th year of primary school in the mathematics course. The statistical population of this quasi-experimental study was pretest-posttest design with control group and included all 4th grade boy students in the academic year of 2017-2018. The sampling method was simple random clustering with sample size of 64 students. Data were gathered using teacher made out come test. At first pretest was performed. The experimental group received the instruction using computer game produced and the control group received the instruction in a conventional method. At the end of the training post-test was done for the two groups. The multi covariance test has been used to test the research hypothesis. Generally, the results of the study indicated that instructional computer game has improved students learning and motivation in the math course. Some recommendations are provided concerning research results and implementation of media comparison approach.
Haniye Mastour; Mohammad Reza Nili; Maryam Moghadasin
Abstract
Abstract: The present research aim is to investigate the effect of holding the virtual laboratory, real laboratory, and education by the conventional method (lecture) on students' motivation in physics and laboratory lessons. The research sample has been selected among girl students of mathematics and ...
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Abstract: The present research aim is to investigate the effect of holding the virtual laboratory, real laboratory, and education by the conventional method (lecture) on students' motivation in physics and laboratory lessons. The research sample has been selected among girl students of mathematics and physics branch in the third year of high school curriculum choice and syllabus of the electricity has been considered. The considered sample was selected through the random sampling and consisted of 45 persons that were investigated in the form of three groups. The present research design is of quasi-experimental type. The instrument of data collection has been SMQ4 questionnaire. The obtained results of analysis showed that there is a significant difference among three groups in components of motivation and average of most components of motivation is more in the group of virtual laboratory than two groups of the real laboratory and education by the traditional method. Keywords: motivation, virtual laboratory, real laboratory, the computerized simulation
akbar momeni rad; akram salimiravesh
Abstract
The aim of the present study is to investigate the effect of students’ electronic content on the high-level learning motivation and efficiency in the first grade of elementary school in the science course. The research method was quasi-experimental with pretest-posttest design and control group. ...
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The aim of the present study is to investigate the effect of students’ electronic content on the high-level learning motivation and efficiency in the first grade of elementary school in the science course. The research method was quasi-experimental with pretest-posttest design and control group. The population of this pseudo-experimental study with pre-test, post-test, and control group, was all the girls in the seventh grade of 1395-96 school year. The sampling method was simple randomized cluster and the sample size was 58 (29 in experimental group, and 29 in control group). Data were gathered using Harter’s educational motivation questionnaire and a researcher-made high-level learning efficiency test. The experimental group produced digital course content using PowerPoint software. Control group learned by the simple method and speeches. Analyzing the research, descriptive statistics (frequency, percentage, mean, standard deviation, tables, and graphs) and inferential statistics (covariance analysis, Leven, and Kolmogorov–Smirnov tests) were used. The results showed that in the first main hypothesis, i.e. the effects of electronic content produced by students on their motivation, there was no significant difference in (internal and external) motivation between the control group and experimental group (p=0.40). In the second main hypothesis, i.e. the effect of electronic content produced by students on their high-level learning outcomes, there was a significant difference between high-level learning outcomes in the experimental and control groups (p<0.05). It could be concluded in general, engaging the learners in producing the electronic content will increase their high-level learning efficiencies.
Nasrin Tork; Molook Khademi Ashkzari; Esmaeil Zaraii Zavaraki
Abstract
This study aimed to investigate the improvement of learning and motivation through blended learning in undergraduate students at Allameh Tabataba’i University. The present study was semi-experimental. The statistical population of the study consisted of all students of Allameh Tabataba’i ...
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This study aimed to investigate the improvement of learning and motivation through blended learning in undergraduate students at Allameh Tabataba’i University. The present study was semi-experimental. The statistical population of the study consisted of all students of Allameh Tabataba’i University Faculty of Educational Sciences and Psychology, who were studying in the first semester of the academic year 2014-2015. The statistical sample was selected using non-randomized and available method and replacement was conducted in two experimental and control groups randomly. The instruments used in this research were the Situational Motivation Scale (SIMS) to measure students’ motivation and the students’ final grades for measuring their learning. At first, pre-test of academic motivation was done for both groups, then the experimental group completed a semester with blended learning method and the control group received the instruction through face- to -face method. After a semester, the post-test was taken from both groups. Motivation data were analyzed using analysis of covariance (ANCOVA) and learning through independent t-test. Findings showed that blended learning has been more effective on learning and academic motivation. So it can be concluded that blended learning can be used as a new and effective method in educational systems to promote learning and motivation.
Abdollah Akhbari; Mohammad Ali Rostaminejad; Mohammad Akbari
Abstract
The development of smart schools has been achieved along with technological development, in that the use of technology affects students' learning and motivation. The interactive boards are a sample of modern technologies used in smart schools. Given the spread of interactive whiteboards in Iranian schools, ...
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The development of smart schools has been achieved along with technological development, in that the use of technology affects students' learning and motivation. The interactive boards are a sample of modern technologies used in smart schools. Given the spread of interactive whiteboards in Iranian schools, it is important to investigate the users' perception of this technology. The current study intends to develop a questionnaire for investigating the students’ perception of interactive boards. To this end, a sample consists of 305 seventh- and eighth-grade high school students in South Khorasan province were selected. Results from the created exploratory factor analysis specified 4 factors, namely students' perception of learning, students' perception of motivation, students' perception of efficiency, and students' perception of challenges and limitations. In general, these factors explained 55% of variance in students' perception of interactive boards. The reliability of the instrument was obtained as ɑ=0.09 and the 4-factor regression model explained 22.3% of changes in school marks among these students.
Esmaeil Zaraii Zavaraki; Zeinab Gorzin
Abstract
This study examines the effectiveness of an educational computer game designed based on the EFM model on motivation and learning of students. The statistical population is consisted of female students of architectural design at the industrial arts schools of Ghaemshahr City in the academic year 2013-2014. ...
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This study examines the effectiveness of an educational computer game designed based on the EFM model on motivation and learning of students. The statistical population is consisted of female students of architectural design at the industrial arts schools of Ghaemshahr City in the academic year 2013-2014. 50 subjects were selected objectively from the schools offering this field of study and randomly divided in two experimental and control groups. The research method was quasi-experimental with a pretest-posttest design and control group. After producing the Architect game, first pretests of motivation and learning were administered to both experimental and control groups. Then, common lesson content was taught to both groups, and the experimental group played the educational game in two sessions and an interview was conducted on some of its members. Finally, posttests of motivation and learning were administered to the both groups. Research instruments included Keller motivation questionnaires and the researcher-developed learning test. Results of the quantitative analysis based on ANCOVA method suggest the positive impact of the game on the students' motivation, and an interpretive analysis of the qualitative data deriving from the interviews indicates that most of the students were interested in and satisfied with playing the game in their learning environments.
