تبیین نقش بازی‌وارسازی در سنجش تفکر سیستمی

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، بوشهر، دانشگاه خلیج فارس

2 دانشیار، دانشگاه خلیج فارس

چکیده

تفکر سیستمی یکی از مهارت مهم شناختی افراد است و بازی‌وارسازی نیز مفهومی است که در سال‌های اخیر مورد توجه پژوهشگران در حوزه‌ی آموزش قرار گرفته است. هدف اصلی این پژوهش، سنجش تفکر سیستمی دانش آموزان در چند موقعیت متفاوت است. در حالت نخست، تفکر سیستمی دانش‌آموزان بدون هیچ گونه آموزشی مورد سنجش قرار می‌گیرد. در حالت دوم تفکر سیستمی دانش‌آموزان با رویکرد بازی‌وارسازی با استفاده از طراحی یک بازی مورد بررسی قرار گرفته است. در حالت سوم بازی وارسازی در کنار آموزش قرار گرفته و پس از آن تفکر سیستمی مورد ارزیابی قرار گرفته است.
این پژوهش، پژوهشی کاربردی است که با رویکرد کمی انجام شده است. جامعه آماری این پژوهش دانش‌آموزان 10 تا 12 ساله منطقه بهمنی شهر بوشهر می‌باشد. پس از نمونه‌گیری تعداد 170 دانش‌آموز انتخاب شد. روش نمونه‌گیری، نمونه‌گیری در دسترس بود. این تعداد دانش‌آموز بر اساس اهداف و فرضیه‌های پژوهش به سه گروه تقسیم‌بندی شده و از طریق آزمون مقایسه میانگین، نتایج آن‌ها با یکدیگر مقایسه شدند. برای تحلیل داده‌ها از نرم‌افزار SPSS استفاده شده است.
یافته‌های پژوهش نشان می‌دهد که میانگین نمرات دانش‌آموزانی که با رویکرد بازی وارسازی ارزیابی شده‌اند، تفاوت معناداری با نمرات دانش‌آموزانی که به صورت سنتی (و بدون آموزش) ارزیابی شدند، دارد. همچنین مشخص شد نمره تفکر سیستمی دانش آموزان در حالت آموزش (به همراه بازی وارسازی)، بیشتر از زمانی است که تنها از بازی وارسازی استفاده می‌کنند. همچنین بیشتر بودن نمره تفکر سیستمی دانش آموزان در حالت آموزش (به همراه بازی وارسازی) بیشتر از روش سنتی (و بدون آموزش) است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The role of gamification and game-based learning in assessment of systems thinking

نویسندگان [English]

  • Masoumeh Tabnak 1
  • Seyed ؛Yaghoub Hosseini 2
1 Business Administration Department, Persian Gulf University, Iran
2 Assistant Professor, Persian Gulf University
چکیده [English]

The main purpose of this study is to evaluate students' systems thinking in several different situations. In the first case, students' systems thinking is tested without any training. In the second case, the students' systems thinking score will be assessed using a gamification approach with the help of designing a game. In the third case, which is also emphasized in the research, is the use of gamification in the systems thinking training. In this case, students are tested using an Internet-based game design.The main purpose of this study is to compare students' systems' thinking in these three situations.
This is an applied research which has been done with a quantitative approach. The statistical population of this study is 10-12 years old students in an area called Bahmani located in Boushehr. After sampling, 170 students were selected based on convenience sampling. These students were divided into three groups based on the research goals and hypotheses and their results were compared with each other by means of comparison test. SPSS software was used for data analysis.
The findings showed that the mean scores of students evaluated by the gamification approach were significantly different from those of students who were traditionally (without training). It was also confirmed that the students' Systems' thinking score in the training mode (along with the gamification) was higher than when they only used the gamification. Also, the students' systems thinking score in the training mode (along with the training gamification) is higher than the traditional one (without training).

کلیدواژه‌ها [English]

  • Systems Thinking
  • Gamification
  • Game
  • Training
  • Learning

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فصلنامه مطالعات مدیریت راهبردی
دوره 12، شماره 45
فروردین 1400
صفحه 119-138

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سابقه مقاله

  • تاریخ دریافت: 29 اردیبهشت 1399
  • تاریخ بازنگری: 22 شهریور 1399
  • تاریخ پذیرش: 29 آذر 1399

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