The Effectiveness of Teaching Persian Signs Based on Gamification Strategies on the Academic Engagement of Bilingual Students in the First Grade of Elementary School

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran.

2 Master's Degree in Educational Technology, Faculty of Islamic Education, Islamic Azad University, Science and Research Branch, Tehran, Iran

10.30479/jtpsol.2025.20825.1677

Abstract

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.

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History

  • Receive Date: 26 August 2024
  • Revise Date: 23 October 2024
  • Accept Date: 22 December 2024

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