نوع مقاله : مقاله پژوهشی
نویسنده
استادیار گروه تکنولوژی آموزشی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Background and Objectives: The use of new educational methods at the elementary level is of increasing importance. Therefore, the present study was conducted with the aim of investigating the effect of algorithm-based educational games on academic self-efficacy and logical thinking of fourth-grade male elementary students in public schools of Sari in the 2025–2026 academic year.
Methodology: The present study was applied in terms of purpose and quasi-experimental in terms of method, using a pretest-posttest design with a control group. The statistical population included 4,215 students, from which 40 eligible students were selected through multistage cluster random sampling and assigned to an experimental group (n = 20) and a control group (n = 20). The data collection instruments were the Sherer Academic Self-Efficacy Questionnaire and the Kember Logical Thinking Questionnaire, which were administered as pretests and posttests. The experimental group received algorithm-based educational game instruction in ten 45-minute sessions, while the control group received alternative activities including non-algorithmic games. For data analysis, descriptive statistics and multivariate analysis of covariance (MANCOVA) with control of the pretest effect were used.
Findings: The results of multivariate analysis of covariance showed that algorithm-based educational games had a significant effect on academic self-efficacy (F = 27.13, partial η² = 0.74) and logical thinking (F = 28.95, partial η² = 0.72) of students in the experimental group, indicating that approximately 74% and 72% of the variance in each dependent variable, respectively, was explained by the intervention.
Conclusion: The findings indicate that the use of algorithm-based educational games can be considered as an effective approach in enhancing academic self-efficacy and logical thinking skills of fourth-grade male elementary students, which can be utilized by teachers, instructional designers, and curriculum planners.
کلیدواژهها [English]
)