اثربخشی روش بازی‌وارسازی به‌صورت انفرادی و مشارکتی بر عملکرد ریاضی دانش‌آموزان پسر پایۀ سوم دبستان

آرخی، د.، خانجانی، ن.، و حبیبی برازنده، د. (1397). آموزش ریاضی از طریق گیمیفیکیشن (بازی کردن)، پنجمین همایش ملی پژوهش‌های نوین در حوزۀ علوم انسانی و مطالعات اجتماعی ایران (با رویکرد فرهنگ مشارکتی)، خانۀ فرهنگ مشارکتی ایران، 27 اسفند 1397، تهران.، ایران. https://civilica.com/doc/904472

البرزی، ش.، و خوشبخت، ف. (1386). بررسی مشکلات محاسباتی از نوع جمع در دانش‌آموزان دختر و پسر کلاس سوم ابتدایی شهر شیراز، مطالعات روانشناختی، 3(1)، 60-41. https://doi.org/10.22051/psy.2007.1647

امینی، ع.، و بنیادی نائینی، ع. (1395). بررسی جایگاه و اهمیت گیمیفیکیشن به همراه مصادیقی از آن در کلاس درس (مطالعۀ موردی). کنفرانس جهانی روان‌شناسی و علوم تربیتی، حقوق و علوم اجتماعی در آغاز هزارۀ سوم. 30 اردیبهشت 1395، شیراز، ایران. https://civilica.com/doc/516766

درتاج، ف. (1392). مقایسۀ تأثیر دو روش آموزش به شیوۀ بازی و سنتی بر انگیزه و پیشرفت تحصیلی ریاضی دانش‌آموزان. مجلۀ روان‌شناسی مدرسه، 2(4)، 80-62. https://jsp.uma.ac.ir/article_4.html?lang=fa

سالاری، ر.، نوری، ز.، نوری، م.، فروتن، م.، و علی‌زاده، ط. (1402). تأثیر تلفیق بازی‌های حرکتی و جنبشی با درس ریاضی در بهبود عملکرد دانش‌آموزان در درس ریاضی و جذابیت آن. مجلۀ پیشرفت‌های نوین در روان‌شناسی، علوم تربیتی و آموزش و پرورش، 6(63)، 12-1. https://www.jonapte.ir/fa/showart-e81040cd36125a998a97927e6378fab3

شریعتمداری، ع.، احقر، ق.، سیف نراقی، م.، و قنبری، ن. (1390). بررسی نقش بازی‌های آموزشی بر یادگیری مفاهیم آموزش و مقایسۀ اعداد ریاضی دانش‌آموزان دختر پایۀ اول ابتدایی شهرری. علوم رفتاری، 3(9)، 100-85. https://sid.ir/paper/190449/fa

صادقلو، ز.، سلیمی، ل.، و فلاح، و. (1402). طراحی الگوی برنامۀ ‌درسی آموزش مبتنی بر بازی غیردیجیتال با رویکردهای‌اسکوپ برای دانشجو معلمان دانشگاه فرهنگیان. جامعه شناسی آموزش و پرورش، 9(2)، 58-49. https://www.iase-jrn.ir/article_705489.html

References

Acharya, N., & Joshi, S. (2009). Influence of parents' education on achievement motivation of adolescents. Indian Journal Social Science Researches, 6(1), 72-79. Google Scholar

Aksakal, N. (2015). Theoretical view to the approach of the edutainment. Procedia-Social and Behavioral Sciences, 186, 1232-1239. https://doi.org/10.1016/j.sbspro.2015.04.081

Alborzi, Sh., Khoshbakht, F. (2007). Investigation of addition-type arithmetic problems in third-grade male and female students of primary school in Shiraz, Journal of Psychological Studies, 3(1), 41-60. https://doi.org/10.22051/psy.2007.1647 (In Persian)

Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56-79. https://doi.org/10.1108/IJILT-02-2017-0009

Amini, A., & Bonadi Naeini, A. (2016). Investigating the position and importance of gamification along with examples of it in the classroom (case study). World Conference on Psychology and Educational Sciences, Law and Social Sciences at the beginning of the third millennium. May 19, 2016, Shiraz, Iran. https://civilica.com/doc/516766 (In Persian)

Arkhi, D., Khanjani, N., & Habibi Barazandeh, D. (2018). Mathematics education through gamification (playing). The fifth national conference on modern research in the field of humanities and social studies in Iran (with participatory culture approach), House of Participatory Culture of Iran, March 17, 2018, Tehran, Iran. https://civilica.com/doc/904472 (In Persian)

Armstrong, M. B., & Landers, R. N. (2017). An evaluation of gamified training: Using narrative to improve reactions and learning. Simulation & Gaming, 48(4), 513-538. https://doi.org/10.1177/1046878117703749

Banfield, J., & Wilkerson, B. (2014). Increasing student intrinsic motivation and self-efficacy through gamification pedagogy. Contemporary Issues in Education Research, 7(4), 291-298. https://doi.org/10.19030/cier.v7i4.8843

Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M., Rodríguez-Aflecht, G., Pongsakdi, N., Laakkonen, E., & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students' adaptive number knowledge. Computers & Education, 128, 63-74. https://doi.org/10.1016/j.compedu.2018.09.011

Dortaj, F. (2013). Comparing the effects of game-based and traditional teaching methods on students’ learning motivation and math. Journal of School Psychology, 2(4), 62-80. https://jsp.uma.ac.ir/article_4.html?lang=en (In Persian)

Dessler, G. (2005). Human Resource Management (10th ed.). New Jersey: Prentice Hall. Link

Dowker, A. (2005). Early identification and intervention for students with mathematic difficulties. Journal Learning Disabilities, 38(4), 324-332. https://doi.org/10.1177/00222194050380040801

Ertemsir, E. & Bal, Y. (2012). An interactive method for hr training: managers as simulation players. Procedia- Social and Behavioral Sciences, 31, 870–874. https://doi.org/10.1016/j.sbspro.2011.12.159

Frank-Bolton, P., & Simha, R. (2020). The reverse exam: A gamified exam structure to motivate studying and reduce anxiety. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 713–719. https://doi.org/10.1145/3328778.3366933

Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19(1), 21-46. https://doi.org/10.1080/15248372.2017.1421538

Hamari, J. (2015). Gamification-motivations & effects. Doctoral dissertations, Department of Information and Service Economy, Helsinki, Finland: Aalto University Publication Series. http://urn.fi/URN:ISBN:978-952-60-6056-9

Incikabi, L., Kepceoglu, I., & Pektas, M. (2020). Gamification of middle school mathematics and science: Game-playing for learning. In J. Keengwe & P. Wachira (Eds.). Handbook of research on integrating computer science and computational thinking in K-12 education (pp. 301-316). IGI Globa. https://doi.org/10.4018/978-1-7998-1479-5.ch016

Jagust, T., Boticki, I., & So, H. J. (2018). Examining competitive, collaborative and adaptive gamification in young learners' math learning. Computers & Education, 125, 444-457. https://doi.org/10.1016/j.compedu.2018.06.022

Jordan, N. C., Kaplan, D., Nabors Oláh, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153–175. https://doi.org/10.1111/j.1467-8624.2006.00862.x

Kusuma, G. P., Wigati, E. K., Utomo Y., & Suryapranata, L. K. P. (2018). Analysis of gamification models in education using MDA framework. Procedia Computer Science, 135, 385-392. https://doi.org/10.1016/j.procs.2018.08.187

Magpusao, J. R. (2024). Gamification and game-based learning in primary education: A bibliometric analysis. Computers and Children, 3(1), em005. https://doi.org/10.29333/cac/14182

McClaran, N. (2020). Entertainment‐education. The International Encyclopedia of Media Psychology, First published, 1-5. https://doi.org/10.1002/9781119011071.iemp0146

Mollick, E. & Rothbard N. (2014). Mandatory fun: Consent, gamification and the impact of games at work. The Wharton School Research Paper Series, Available at http://dx.doi.org/10.2139/ssrn.2277103

Mondy, R. W. (2010). Human Resource Management (11th ed.). New Jersey: Prentice Hall.

Muroi, F., Tao, X., & Han, T. (2020). A study on the effect of gamification on alleviation anxiety levels of the elderly in China. In Q. Gao & J. Zhou (eds), Human Aspects of IT for the Aged Population. Healthy and Active Aging. HCII 2020. Lecture Notes in Computer Science, vol 12208. Springer, Cham. https://doi.org/10.1007/978-3-030-50249-2_24

Palomo-Duarte, M., Berns, A., Dodero, J. M., & Cejas, A. (2014). Foreign language learning using a gamificated APP to support peer-assessment. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM '14). Association for Computing Machinery, New York, NY, USA, 381–386. https://doi.org/10.1145/2669711.2669927

Papp, T. A., & Theresa, A. (2017). Gamification effects on motivation and learning: Application to primary and college students. International Journal for Cross-Disciplinary Subjects in Education, 8(3), 3193-3201. http://dx.doi.org/10.20533/ijcdse.2042.6364.2017.0428

Pitoyo, M. D., Sumardi, A., & Asib, A. (2019). Gamification based assessment: A test anxiety reduction through game elements in Quizizz platform. International Online Journal of Education and Teaching (IOJET), 6(3), 456- 471. http://iojet.org/index.php/IOJET/article/view/626

Pozzi, F., Persico, D., Collazos, A. C., Dagnino F. & Munoz, J. L. J. (2016). Gamifying teacher professional development: An experience with collaborative learning design. Interaction Design and Architecture(s) Journal (IxD&A), 29, 76-92. https://doi.org/10.55612/s-5002-029-004

Pramana, G., Parmanto, B., Lomas, J., Lindhiem, O., Kendall, P. C., & Silk, J. (2018). Using mobile health gamification to facilitate cognitive behavioral therapy skills practice in child anxiety treatment: open clinical trial. JMIR Serious Games, 6(2), e9. https://doi.org/10.2196/games.8902

Rincon-Flores, E. G, Mena, J., & Lopez-Camacho, E. (2022). Gamification as a teaching method to improve performance and motivation in tertiary education during COVID-19: A research study from Mexico. Education Sciences, 12(1), 49. https://doi.org/10.3390/educsci12010049

Sadeghloo, Z., Salimi, L. & Fallah, V. (1402). Designing a curriculum model for non-digital game-based education with a high-scope approach for student teachers at Farhangian University. Sociology of Education, 9(2), 49-58. https://www.iase-jrn.ir/article_705489.html?lang=en (In Persian)

Salari, R., Nouri, Z., Nouri, M., Foroutan, M. & Alizadeh, T. (2013). The effect of combining motor and kinetic games with mathematics lessons on improving students' performance in mathematics lessons and making them more attractive. Journal of New Advances in Psychology, Educational Sciences and Education. 6(63), 1-12. https://www.jonapte.ir/fa/showart-e81040cd36125a998a97927e6378fab3 (In Persian)

Santos, A. C. G., Oliveira, W., Altmeyer, M., Hamari, J., & Isotani, S. (2023). Psychometric investigation of the gamification Hexad user types scale in Brazilian Portuguese adolescents speakers. Scientific Reports, 13(1), 18645. https://doi.org/10.1038/s41598-023-45544-y

Shariatmadari, A., Ahqar, Q., Seif Naraghi, M., & Ghanbari, N. (2011). Investigating the role of educational games on learning the concepts of education and comparison of mathematical numbers among first grade female elementary school students in Rey. Behavioral Sciences, 3(9), 85-100. https://sid.ir/paper/190449/fa (In Persian)

Sailer, M., & Sailer, M. (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90. https://doi.org/10.1111/bjet.12948

Schukajlow, S., Rakoczy, K., & Pekrun, R. (2017). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM Mathematics Education, 49, 307-322. https://doi.org/10.1007/s11858-017-0864-6

Toda, A. M., do Carmo, R. M., da Silva, A. P., Bittencourt, I. I., & Isotani, S. (2019). An approach for planning and deploying gamification concepts with social networks within educational contexts. International Journal of Information Management, 46, 294-303. https://doi.org/10.1016/j.ijinfomgt.2018.10.001

Tokac, U., Novak, E., & Thompson, C. (2019). Effects of game-based learning on students' mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning, 35(3), 407-420. https://doi.org/10.1111/jcal.12347

Wright, R., Brand, R., Dunn, W., & Spindler, K. (2007). How to write a systematic review. Clinical Orthopaedics and Related Research, 455, 23-29. https://doi.org/10.1097/BLO.0b013e31802c9098