پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 932 |
| تعداد مقالات | 7,652 |
| تعداد مشاهده مقاله | 12,494,876 |
| تعداد دریافت فایل اصل مقاله | 8,886,357 |
تأثیر اتاق فرار آموزشی بر خلاقیت و درگیری تحصیلی دانش‌آموزان دورۀ ابتدایی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 8، دوره 20، شماره 2 - شماره پیاپی 72، تیر 1403، صفحه 105-115 اصل مقاله (574.63 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2023.43501.3771 | ||
| نویسندگان | ||
| رحیم مرادی* 1؛ معصومه سادات ابطحی2؛ مجتبی کریمیان3 | ||
| 1استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| 2استادیار گروه علوم تربیتی، دانشکدۀ تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران. | ||
| 3کارشناسی ارشد تکنولوژی آموزشی، دانشکدۀ علوم انسانی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران. | ||
| چکیده | ||
| هدف این پژوهش تأثیر اتاق فرار آموزشی بر خلاقیت و درگیری تحصیلی دانش‌آموزان دورۀ ابتدایی در درس قرآن بوده است. روش پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون_ پس آزمون با گروه کنترل بود. جامعۀ آماری این پژوهش شامل تمامی دانش‌آموزان پسر پایۀ چهارم ابتدایی شهر تهران در سال تحصیلی1402-1401 بود که از بین آنها 36 نفر به روش نمونه گیری در دسترس انتخاب و به صورت تصادفی به دو گروه آزمایش (18 نفر) و کنترل (18 نفر) تقسیم شدند. ابزار گردآوری داده‌ها شامل پرسشنامۀ سنجش خلاقیت تورنس و پرسشنامۀ درگیری تحصیلی ریو (2013) بود. در این پژوهش از بازی رایانه ای آموزشی محقق ساخته با راهبرد اتاق فرار آموزشی برای درس قرآن استفاده شد. پیش از اجرای مداخله، پیش آزمون شامل پرسشنامۀ سنجش خلاقیت تورنس و پرسشنامۀ درگیری تحصیلی از هر دو گروه آزمایش و کنترل به عمل آمد. سپس گروه آزمایش از طریق بازی اتاق فرار آموزشی و گروه کنترل به شیوۀ متداول آموزش دیدند. در پایان پژوهش از هر دو گروه پس آزمون به عمل آمد. به منظور تجزیه وتحلیل داده‌ها از شاخص‌های آماری توصیفی (میانگین و انحراف استاندارد) و آمار استنباطی (تحلیل کوواریانس) استفاده شد. یافته‌های پژوهش نشان داد استفاده از اتاق‌های فرار آموزشی بر خلاقیت و درگیری تحصیلی دانش آموزان تأثیرگذار است. از این رو پیشنهاد می‌شود که برای افزایش میزان خلاقیت و درگیری تحصیلی دانش آموزان دورۀ ابتدایی از بازی اتاق فرار آموزشی استفاده شود و وزارت آموزش و پرورش دوره‌های آموزشی ضمن خدمت با هدف توانمندسازی معلمان در استفاده از این راهبرد آموزشی در برنامه های درسی برنامه ریزی نماید. | ||
| کلیدواژه‌ها | ||
| بازی آموزشی؛ اتاق فرار آموزشی؛ خلاقیت؛ درگیری تحصیلی | ||
| عنوان مقاله [English] | ||
| The Effect of Educational Escape Room on Creativity and Academic Engagement of Elementary School Students | ||
| نویسندگان [English] | ||
| Rahim Moradi1؛ Masomeh sadat Abtahi2؛ Mojtaba Karimian3 | ||
| 1Assistant Professor, Faculty of Humanities, Department of Educational Sciences, Arak University, Arak, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, Faculty of Islamic Education, Islamic Azad University Science and Research Branch, Tehran, Iran | ||
| 3Master's degree in Educational Technology, Faculty of Islamic Education, Islamic Azad University, Science and Research Unit, Tehran, Iran | ||
| چکیده [English] | ||
| The present study aimed to examine the effect of the educational escape room on the creativity and academic engagement of elementary school students in the Qur'an course. The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population of this research included all the male students of the fourth grade of elementary school in Tehran, from whom 36 students were selected by convenience sampling method. The participants were randomly divided into an experimental and a control group. In this research, a researcher-made educational computer game based on educational escape room strategy was used for the Qur'an course. The experimental group was trained through educational escape room game and the control group was trained through conventional method. At the end of the research, both groups were given a post-test. Descriptive and inferential statistics were used to analyze the data. The research findings showed that the use of educational escape room has a significant effect on students' creativity and academic engagement. Introduction The advancement of mobile technologies has brought fundamental changes not only in education but also in societies (Baker, 2022). As a result of this progress, educators and professors in the field of education have used these technologies to facilitate the learning process and create innovative and creative learning opportunities (Aubeux, 2020). According to educational studies, one of the main factors that make students learn is motivation. The research results (Clarke et al, 2017; Clauson et al, 2020; Craig, 2020) showed that effective learning is achieved when learners have interest and internal motivation. Furthermore, games play an important role in increasing students' motivation and strengthening internal or external motivation (Huang, 2020; Jambhekar, 2020). In recent years, escape rooms have become very popular. "As a new educational approach, the concept of the educational escape room is dedicated to the creation of educational and learning environments" (Morrell, 2020). In fact, educational escape rooms are a game environment in which participants face a series of challenges. They discover clues and solve puzzles to "escape the room" and win. The present study aimed to examine the effect of the educational escape room and its effect on the creativity and academic engagement of elementary school students in the Qur'an course. General hypothesis: Using educational escape room in the Qur'an course increases the creativity and academic involvement of elementary school students. The first hypothesis: Using educational escape room in the Qur'an course increases the creativity of elementary school students. The second hypothesis: Using educational escape room in the Qur'an course increases the academic engagement of elementary school students. Methodology This quasi-experimental study used pre-test-post-test design with a control group. Its statistical population included all fourth grade male students of elementary schools in Tehran. Since the implementation of the present research required special computer facilities, purposive convenience sampling method was used to select a class of 18 students for each of the two groups (experimental and control) and a total of 36 students as the sample size. In this research, a researcher-made educational computer game based on educational escape room approach was used. To collect data, Torrance Tests of Creative Thinking and Reeve’s Agentic Engagement Scale (2013) were used. Before the experiment, a pre-test was conducted on the experimental and control groups. Then, the experimental group was trained through the educational escape room game and the other group (control) was trained in the conventional way. At the end of the research, both questionnaires were implemented on the experimental and control groups again. Multivariate analysis of covariance test was used to analyze the data. As seen in Table 1, after adjusting the pre-test scores, the difference between the experimental and control groups is significant in the creativity variable. Accordingly, it can be said that after removing the effect of the pre-test (initial differences), the effect of the educational escape room in increasing the students' creativity was greater. The second hypothesis: the use of educational escape room increases the academic involvement of elementary school students in the Qur'an course. As seen in Table 2, after adjusting the pre-test scores, the difference between the experimental and control groups is significant in the variable of academic engagement. Accordingly, it can be said that after removing the effect of the pre-test (initial differences), the effect of the educational escape room in increasing the academic engagement of students was greater. Discussion and conclusion The result of the current research showed that educational escape room increases the creativity of elementary school students in the Qur'an course. The results of this research are in line with the findings of Borrego (2017), Huang (2020). Also, the research results of Ferreiro-González (2019), Franco (2019), Friedrich (2019) showed that the educational escape room can increase the participation and academic engagement of students in school, which is in line with the results of the present research. These findings can be explained in that educational games can affect challenge, narrative, rewards, user independence, interaction, and timely feedback; strengthen mastery of knowledge and creative thinking; change behavior; maintain useful learning motivation and engagement, and lead to more academic engagement (Franco, 2019; Friedrich, 2019; Garwood, 2020). It is suggested that educational escape room game be used to increase the level of academic engagement of elementary school students in the Qur'an course. | ||
| کلیدواژه‌ها [English] | ||
| Educational game, Educational escape room, Creativity, Academic engagement | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Adams, V., Burger, S., Crawford, K., & Setter, R. (2018). Can you escape? Creating an escape room to facilitate active learning. Journal for Nurses in Professional Development, 34(2), E1-E5. https://doi.org/10.1097/nnd.0000000000000433 Ang, J. W. J., Cai, S., Ng, Y. N. A., & Liew, R. S. (2023). Physical and Digital Educational Escape Room for Chemical Education. http://dx.doi.org/10.5772/intechopen.1001960 Aubeux, D., Blanchflower, N., Bray, E., Clouet, R., Remaud, M., Badran, Z., ... & Gaudin, A. (2020). Educational gaming for dental students: Design and assessment of a pilot endodontic‐themed escape game. European Journal of Dental Education, 24(3), 449-457. https://doi.org/10.1111/eje.12521 Baker, C. M., Crabtree, G., & Anderson, K. (2020). Student pharmacist perceptions of learning after strengths-based leadership skills lab and escape room in pharmacy practice skills laboratory. Currents in Pharmacy Teaching and Learning, 12(6), 724-727. http://dx.doi.org/10.1016/j.cptl.2020.01.021 Beguin, E., Besnard, S., Cros, A., Joannes, B., Leclerc-Istria, O., Noel, A., ... & Nicomette, V. (2019). Computer-security-oriented escape room. IEEE Security & Privacy, 17(4), 78-83. http://dx.doi.org/10.1109/MSEC.2019.2912700 Borrego, C., Fernández, C., Blanes, I., & Robles, S. (2017). Room escape at class: Escape games activities to facilitate the motivation and learning in computer science. JOTSE, 7(2), 162-171. http://dx.doi.org/10.3926/jotse.247 Boud, D., & Feletti, G. I. (2013). Changing problem-based learning. In The challenge of problem-based learning (pp. 9-22). Routledge. https://doi.org/10.4236/jct.2018.93026 Clarke, S., Peel, D. J., Arnab, S., Morini, L., Keegan, H., & Wood, O. (2017). EscapED: A framework for creating educational escape rooms and interactive games for higher/further education. International Journal of Serious Games, 4(3), 73-86. http://dx.doi.org/10.17083/ijsg.v4i3.180 Clauson, A., Hahn, L., Frame, T., Hagan, A., Bynum, L. A., Thompson, M. E., & Kiningham, K. (2019). An innovative escape room activity to assess student readiness for advanced pharmacy practice experiences (APPEs). Currents in Pharmacy Teaching and Learning, 11(7), 723-728. http://dx.doi.org/10.1016/j.cptl.2019.03.011 Craig, C., Ngondo, P. S., Devlin, M., & Scharlach, J. (2020). Escaping the routine: Unlocking group intervention. Communication Teacher, 34(1), 14-18. https://doi.org/10.1080/17404622.2019.1593475 De la Flor, D., Calles, J. A., Espada, J. J., & Rodríguez, R. (2020). Application of escape lab-room to heat transfer evaluation for chemical engineers. Education for chemical engineers, 33, 9-16. https://doi.org/10.1016/j.ece.2020,06,002 Diemer, G., Jaffe, R., Papanagnou, D., Zhang, X. C., & Zavodnick, J. (2019). Patient safety escape room: a graduate medical education simulation for event reporting. MedEdPORTAL, 15, 10868. https://doi.org/10.15766/mep_2374-8265.10868 Duncan, K. J. (2020). Examining the effects of immersive game-based learning on student engagement and the development of collaboration, communication, creativity and critical thinking. TechTrends, 64(3), 514-524. http://dx.doi.org/10.1007/s11528-020-00500-9 Edwards, T., Boothby, J., & Succheralli, L. (2019). Escape room: Using an innovative teaching strategy for nursing students enrolled in a maternity clinical course. Teaching and learning in nursing, 14(4), 251-253. http://dx.doi.org/10.1016/j.teln.2019.05.001 Eukel, H. N., Frenzel, J. E., & Cernusca, D. (2017). Educational gaming for pharmacy students–design and evaluation of a diabetes-themed escape room. American journal of pharmaceutical education, 81(7), 6265. https://doi.org/10.5688%2Fajpe8176265 Ferreiro-González, M., Amores-Arrocha, A., Espada-Bellido, E., Aliaño-Gonzalez, M. J., Vázquez-Espinosa, M., González-de-Peredo, A. V., ... & Cejudo-Bastante, C. (2019). Escape classroom: Can you solve a crime using the analytical process?. Journal of Chemical Education, 96(2), 267-273. https://doi.org/10.1021/ACS.JCHEMED.8B00601 Franco, P. F., & DeLuca, D. A. (2019). Learning through action: Creating and implementing a strategy game to foster innovative thinking in higher education. Simulation & Gaming, 50(1), 23-43. http://dx.doi.org/10.1177/1046878118820892 Friedrich, C., Teaford, H., Taubenheim, A., Boland, P., & Sick, B. (2019). Escaping the professional silo: an escape room implemented in an interprofessional education curriculum. Journal of interprofessional care, 33(5), 573-575. https://doi.org/10.1080/13561820.2018.1538941 Garwood, J. (2020). Escape to learn! An innovative approach to engage students in learning. Journal of Nursing Education, 59(5), 278-282. https://doi.org/10.3928/01484834-20200422-08 Gómez-Urquiza, J. L., Gómez-Salgado, J., Albendín-García, L., Correa-Rodríguez, M., González-Jiménez, E., & Cañadas-De la Fuente, G. A. (2019). The impact on nursing students' opinions and motivation of using a “Nursing Escape Room” as a teaching game: A descriptive study. Nurse education today, 72, 73-76. https://doi.org/10.15766/mep_2374-8265.10868 Guckian, J., Sridhar, A., & Meggitt, S. J. (2020). Exploring the perspectives of dermatology undergraduates with an escape room game. Clinical and Experimental Dermatology, 45(2), 153-158 https://doi.org/10.1111/ced.14039 Haara, F. O., & Jenssen, E. S. (2019). The Influence of Pedagogical Entrepreneurship in Teacher Education. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.754 Haghighat panah, A., Esteki, M., & Moghaddam, K. (2019). impact of video games on creativity and spatial perception preschoolers. The Journal of New Thoughts on Education, 15(3), 229-256. https://doi.org/10.22051/jontoe.2019.14586.1726. (Text in Persian) Healy, K. (2019). Using an escape-room-themed curriculum to engage and educate generation Z students about entomology. American Entomologist, 65(1), 24-28. https://doi.org/10.1093/ae/tmz009 Heim, A. B., Duke, J., & Holt, E. A. (2022). Design, discover, and decipher: student-developed escape rooms in the virtual ecology classroom. Journal of Microbiology & Biology Education, 23(1), e00015-22. https://doi.org/10.1128/jmbe.00015-22 Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681. http://dx.doi.org/10.1016/j.tsc.2020.100681 Jambhekar, K., Pahls, R. P., & Deloney, L. A. (2020). Benefits of an escape room as a novel educational activity for radiology residents. Academic Radiology, 27(2), 276-283. https://doi.org/10.1016/j.acra.2019.04.021 Kanellopoulos, P. A. (2019). Improvisation and/or Music Education: A Child’s Upsetting Clarity. In Music in Early Childhood: Multi-disciplinary Perspectives and Inter-disciplinary Exchanges (pp. 253-274). Springer, Cham http://dx.doi.org/10.1007/978-3-030-17791-1_16 Keyhan, J. (2020). The Effectiveness of computer-based puzzle game on the Accuracy, Speed, Learning and stability of learning mathematics among secondary school students in the Salmas city. The Journal of New Thoughts on Education, 16(3), 167-189. https://doi.org/10.22051/jontoe.2020.17731.1991 (Text in Persian) Kinio, A. E., Dufresne, L., Brandys, T., & Jetty, P. (2019). Break out of the classroom: the use of escape rooms as an alternative teaching strategy in surgical education. Journal of surgical education, 76(1), 134-139. https://doi.org/10.1016/j.jsurg.2018.06.030 Kutzin, J. M. (2019). Escape the room: Innovative approaches to interprofessional education. Journal of Nursing Education, 58(8), 474-480. https://doi.org/10.3928/01484834-20190719-07 LaPaglia, J. A. (2020). Escape the evil professor! Escape room review activity. Teaching of Psychology, 47(2), 141-146. https://doi.org/10.1080/20004508.2020.1860284 Morrell, B. L., Eukel, H. N., & Santurri, L. E. (2020). Soft skills and implications for future professional practice: Qualitative findings of a nursing education escape room. Nurse Education Today, 93, 104462. https://doi.org/10.1016/j.nedt.2020.104462 Perfect, T.J; Lindsay, S.D (2013). The SAGE Handbook of Applied Memory. ( H, Zare; A.A, Sharifi; Sh, Mosavi Translators) Arjmand Pub (2022) (Text in Persian) Saleh Alabdulaziz, M. (2023). Escape rooms technology as a way of teaching mathematics to secondary school students. Education and Information Technologies, 1-26. http://dx.doi.org/10.1007/s10639-023-11729-1 von Kotzebue, L., Zumbach, J., & Brandlmayr, A. (2022). Digital escape rooms as Game-Based learning environments: A study in sex education. Multimodal Technologies and Interaction, 6(2), 8. http://dx.doi.org/10.3390/mti6020008 Yllana-Prieto, F., Jeong, J. S., & González-Gómez, D. (2021). An online-based edu-escape room: A comparison study of a multidimensional domain of PSTs with flipped sustainability-stem contents. Sustainability, 13(3), 1032. http://dx.doi.org/10.3390/su13031032 Zare, H; Rezaei, A; Mostafaei, A (2021). Educational Psychology. Payam Noor University (Text in Persian). | ||
|
آمار تعداد مشاهده مقاله: 376 تعداد دریافت فایل اصل مقاله: 505 |
||
