Habib Samir; Mohsen Roshanian Ramin
Abstract
The aim of the study was to compare the impact of non-digital and digital game methods with traditional methods on the academic progress of third-grade elementary students in mathematics. The study was conducted using a quasi-experimental research method, with a pre-test and post-test research design. ...
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The aim of the study was to compare the impact of non-digital and digital game methods with traditional methods on the academic progress of third-grade elementary students in mathematics. The study was conducted using a quasi-experimental research method, with a pre-test and post-test research design. The statistical population consisted of 50 students from the third elementary school of Bompur, who were selected by all counts and studied in random order in experimental and control groups. The mathematical progress researcher test was used to measure numerology and twin multiplication. The data analysis was done using a one-way covariance analysis test. The findings showed a significant difference between the test and control groups in mathematical progress. The non-digital gamification group had a higher average score than the traditional method group, and the digital gamification group had a higher average score than the traditional method group. The non-digital gaming group had a higher average score than the educational digital gaming group. According to the findings, the student was fully active during the learning process during the game, which is why it has a positive impact on learning.
Hossein Dehghanzadeh; Khadijeh Aliabadi; Hojjat Dehghanzadeh
Abstract
This study aimed to investigate the relationship between game experience, digital self-efficacy, and challenges of primary school teachers with game-based learning. To achieve this goal, the correlation research method was used. The population of the research consisted of primary school teachers in Tabriz ...
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This study aimed to investigate the relationship between game experience, digital self-efficacy, and challenges of primary school teachers with game-based learning. To achieve this goal, the correlation research method was used. The population of the research consisted of primary school teachers in Tabriz city from which 122 people were selected randomly. To collect information and data, researcher-made student-centered digital self-efficacy questionnaire (Maine), teachers’ game experience questionnaire and internal challenges questionnaire were used. To analyze data, frequency, mean, frequency percentage, and standard deviation in descriptive statistics and Pearson correlation test in inferential statistics were used. The results showed that there is significant positive relationship between the teachers’ game experience and computer games. There is significant positive relationship between the teachers’ digital Self-efficacy and the use of computer games. Also the results showed that there is a significant negative relationship between the teachers’ internal challenges and the use of computer games. The findings of the study will likely provide insights for supporters to develop opportunities for the application of computer-based games at schools and access to the computer-based games at home and schools.
