نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران
2 کارشناسی ارشد تکنولوژی آموزشی، دانشکده تعلیم و تربیت اسلامی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study investigates the effectiveness of teaching Persian diacritics based on a gamification approach on the immersion and academic engagement of elementary bilingual students. Differentiating Persian diacritics is a key skill in linguistics and language processing. One of the main challenges in modern education is the lack of learning motivation, and gamification, as one of the most attractive educational innovations in recent years, has gained attention by creating excitement and interaction. The research method was quasi-experimental with a pre-test, post-test design and a control group. The statistical population included first-grade elementary students in Shahriar city during the 2023-2024 academic year. A sample of 70 bilingual students was selected, and after conducting a pre-test on the diacritics "اِ (ه ـه)" and "هـ (ه ـه)" at the end of words, 40 students who met the criteria were randomly assigned to two groups: control and experimental. The control group received traditional teaching methods, while the experimental group was taught using a researcher-developed gamified software over three sessions of 35 to 40 minutes. The tool was a researcher-made questionnaire on immersion and academic engagement, and both groups were assessed with the same post-test. The data were analyzed using multivariate covariance analysis and paired and independent t-tests. The results showed that gamification positively affected students' immersion, academic engagement, and improved their ability to differentiate Persian diacritics. This study emphasizes the importance of gamified learning environments and suggests that gamification strategies be taught in in-service training programs for teachers.
کلیدواژه‌ها [English]
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