نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناسی ارشد تکنولوژی آموزشی، دانشگاه آزاد اسلامی، کرمانشاه، ایران .
2 گروه حکمرانی آموزشی و سرمایه انسانی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Given challenges such as declining motivation and difficulties in teaching fundamental Persian language skills, gamification has gained attention as an interactive approach. This study aimed to examine the effectiveness of a researcher-developed gamification system on Persian alphabet learning, cognitive load, and academic motivation among first-grade elementary school students during the 2024–2025 academic year.
Method: This quasi-experimental study employed a pretest-posttest design with a control group. The statistical population consisted of first-grade students in public elementary schools in Kermanshah. Using multistage random sampling, 30 students were selected and randomly assigned to experimental and control groups. The educational intervention was implemented in the experimental group over 8 weeks (24 sessions) using researcher-developed gamification software, while the control group received traditional instruction. Data were collected using a researcher-developed alphabet learning test, the Paas single-item cognitive load scale, and an academic motivation questionnaire adapted from Harter. Data were analyzed using SPSS version 27 and multivariate analysis of variance (MANOVA), independent-samples t-test, and univariate analysis of covariance (ANCOVA).
Findings: The results of MANOVA showed that gamification-based instruction significantly improved the learning components of phoneme recognition and blending, word formation, and reading in the experimental group at the posttest. In addition, the independent-samples t-test indicated that the mean cognitive load was significantly lower in the experimental group than in the control group. The results of univariate ANCOVA, controlling for the pretest effect, also showed significant increases in intrinsic motivation, extrinsic motivation, and participation in the experimental group.
Conclusion: The findings indicate that gamification is an integrative approach to teaching basic literacy skills. It enhances alphabet learning through the synergy of cognitive and motivational mechanisms. The findings may provide a practical basis for digital content designers to develop innovative learning environments in elementary education.
کلیدواژه‌ها [English]
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