دانلود مقاله رابطه بازی های رایانه ای و خودکارآمدی رایانه ای با درگیری تحصیلی
خلاصه
1. معرفی
2 بررسی ادبیات
3 روش شناسی
4 نتیجه
5 بحث
6. نتیجه گیری
7 محدودیت های تحقیق
8 پیشنهاد بر اساس یافته های تحقیق
اعلامیه ها
منابع
Abstract
1 Introduction
2 Review of literature
3 Methodology
4 Results
5 Discussion
6 Conclusion
7 Research limitations
8 Suggestions based on research findings
Declarations
References
چکیده
پیشرفت های اخیر در EFL) زبان خارجی انگلیسی) نیاز به بازی های رایانه ای (CG) را تشدید کرده است. با این حال، توجه بسیار کمی به این موضوع شده است. نمونه با استفاده از روش نمونه گیری خوشه ای دو مرحله ای در این پژوهش توصیفی و همبستگی انتخاب شد. در مرحله اول از بین 10 مؤسسه (20 مؤسسه دختر و 10 مؤسسه پسر) از شهر زنجان، دو مؤسسه پسرانه به‌طور تصادفی انتخاب و 453 مؤسسه (پایه و متوسط بر اساس آزمون آکسفورد) مورد بررسی قرار گرفتند. از این نمونه، 25 نفر حاضر به پاسخگویی نبودند، 26 پرسشنامه ناقص بود و 402 پرسشنامه صحیح مورد بررسی قرار گرفت. داده ها با استفاده از این پرسشنامه ها جمع آوری شد: پرسشنامه بازی های رایانه ای شریفی و همکاران. پرسشنامه مشارکت تحصیلی توسط رمضانعلی زرندق; خلاقیت توسط تورنس و توسط سیف هاشمی استاندارد شده و از پرسشنامه خودکارآمدی رایانه ای - پرسشنامه محقق ساخته برای این متغیر استفاده شد و استاندارد شد. نتایج نشان داد که بین تجربه CG، خودکارآمدی رایانه (CSE)، خلاقیت و درگیری تحصیلی (AE) رابطه معناداری وجود دارد. این مطالعه نشان می‌دهد که CGs، CSE و خلاقیت نقش مهمی در AE دارند. با توجه به نتایج پژوهش پیشنهاد می‌شود کلاس‌ها و دوره‌های CGs خلاقیت و شبکه در موسسات آموزشی برگزار شود تا مهارت‌های آنها در زمینه کامپیوتر و اینترنت افزایش یابد. به همین ترتیب، CGها و CSE باید به طور سیستماتیک در موسسات آموزشی مورد توجه قرار گیرند.
Abstract
Recent developments in EFL) English Foreign Language) have intensified the need for computer games (CGs). However, far too little attention has been paid to this issue. The sample was selected using the two-stage cluster sampling method in this descriptive and correlational study. In the first stage, two institutes for males were randomly selected from 10 institutes (20 institutes for females and 10 institutes for males) from Zanjan city, and 453(lower and upper-intermediate based On Oxford Placement Test) were scrutinized. Of this sample, 25 people did not want to answer, 26 questionnaires were incomplete, and 402 correct questionnaires were examined. Data was collected by using these questionnaires: Computer Game Questionnaire by Sharifi et al.; Academic Engagement questionnaire by Ramazan Ali Zarandag; Creativity by Torrance and was standardized by Seif Hashemi, and Computer Self-Efficacy Questionnaire - A researcher-made questionnaire was used for this variable and it was standardized. The results showed a significant relationship between CG’s experience, computer self-efficacy (CSE), creativity, and academic engagement (AE). This study implies that CGs, CSE, and creativity play an important role in AE. According to the results of the study, it is suggested that CGs-creativity- and network-related classes and courses be held in educational institutions to increase their skills in the field of computers and the Internet. Likewise, CGs and CSE should be addressed more systematically in educational institutions.
Introduction
One of the obvious manifestations of the world ahead is using new technologies in various areas of life (Mohammadjani & Safarnavadeh, 2014; Pliushch & Sorokun, 2022). In recent decades, with the introduction of these technologies, traditional approaches to learning have undergone fundamental changes (Pourroostaei Aardakani & Arefi, 2017). Today’s education requires new methods, which can be taught in less time and with more depth (Aghveranluei et al., 2021). Since our daily lives are constantly changing with the digital world, creating new ways of learning using technology is a basic need (Kidd & Crompton, 2016). CGs can be mentioned as one of the technologies considered by researchers today. CGs or video games are interactive software programs designed primarily for entertainment. These games refer to games played through personal computers or game consoles. The action requires fast processing of information and presentation of logical and rapid information (Zanganeh, 2015). CGs are a form of entertainment designed to achieve specific goals and have certain rules (Demirbilek & Tamer, 2010; Liu et al., 2022). Today’s children grow up with CGs. The attractiveness of this type of game makes people stay in front of the computer and other gaming devices for many hours and engage with it (Kickmeier-Rust & Albert, 2010). In addition to the entertainment aspect, CGs can also be considered a source of learning (Squire, 2006). It can be said that an educational computer game is an activity that helps students learn a lesson in which they have difficulty (Taghavi Jelodar & Hami, 2018). Ito (1998) states that “educational computer games take into account a specific subject or educational content of a particular course and can be appropriate for any type of learning environment“(p.10). Also, Gredler (2004) states: Educational computer games can be used for all four educational purposes: (1) Training, reconstruction, and skills already acquired. (2) Identify gaps and weaknesses in one’s knowledge and skills. (3) Review or summarize the existing knowledge and skills of the person before holding an exam. (4) Creating relationships between concepts and principles: These goals are not necessarily independent of each other. A great game for reviewing and summarizing may create a new relationship between concepts and principles (Gredler, 2013). Prensky(2005) believes that the CG approach is effective in teaching and learning for three main reasons: (1) Add engagement (2) Use the interactive learning process (3) Different ways in which the two (game and learning) go hand in hand.
Conclusion
The current study aims to determine the relationship between CGs, CSE, and creativity play an important role in AE. Therefore, it is necessary to pay attention to this in education. Our findings suggest that CG, CSE, and creativity positively and significantly affect AE. Further investigation and experimentation into AE is strongly recommended: Design and use of computer (educational) games to turn students into self-regulating individuals; Design and use of computer (educational) games to engage students with lesson concepts; Design and production of CGs or tailored to individual differences; Using CGs to help the teacher control the classroom; Using CGs to engage learning.