ارزیابی کیفیت شش «بازی‌جدی» تولید شده در ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد تکنولوژی آموزشی، دانشگاه بوعلی سینا

2 دانشیار گروه علوم تربیتی، دانشگاه بوعلی سینا، همدان، ایران(نویسنده مسئول)

چکیده

در دو دهه اخیر همزمان با رشد کمی «بازی­های جدی»، کیفیت آنها نیز مورد توجه پژوهشگران، طراحان، تولیدکنندگان، مخاطبان، معلمان و مدیران آموزشی بوده است. کیفیت این بازی­ها علاوه‌بر داستان، گرافیک و فناوری به رعایت اصول آموزشی بستگی دارد تا بازی­ها بتوانند ضمن تدارک محیط یادگیری مفرح و انگیزشی، بازی­کننده را به سمت اهداف آموزشی هدایت کند. هدف این پژوهش، تعیین شاخص­های ارزیابی کیفیت «بازی‌های جدی» براساس اصول یادگیری سازنده­گرایی و ارزیابی کیفیت شش بازی منتخب براساس این اصول است. برای تعیین شاخص­های ارزیابی کیفیت «بازی­های جدی» با مشارکت 30 نفر از خبرگان بازی­های آموزشی چک­لیست 29 گویه‌ای حول چهار شاخص تعامل، حل ­مسأله، یادگیری فعال و کشف تهیه گردید. شش بازی پرطرفدار به­صورت هدفمند انتخاب و توسط شش نفر خبره فناوری آموزشی و شش نفر خبره فناوری اطلاعات و ارتباطات تحلیل شدند. نتایج نشان داد که در این بازی­ها به­طور میانگین 136 موقعیت تعامل، 139 موقعیت حل مسأله، 89 موقعیت یادگیری فعال و 82 موقعیت کشف برای بازی­کننده فراهم شده است. نتایج آنتروپی شانون نیز نشان داد که شاخص کشف با بار اطلاعاتی 999 درصد و ضریب اهمیت 572 درصد دارای بالاترین تأکید و شاخص یادگیری فعال با بار اطلاعاتی یک و ضریب اهمیت 87 درصد کمتر مورد توجه بوده است.

کلیدواژه‌ها

عنوان مقاله [English]

Evaluating Six Iranian Serious Ggames Qquality

نویسندگان [English]

  • Hoda Musavi 1
  • Farhad Seraji 2
1 department of education, faculty of humanities, Bu Ali Sina university
2 Associate Professor of Curriculum Studies, Department of Eeducation, Bu – Ali Sina University (Corresponding Author).
چکیده [English]

In the last two decades with quantitative growth of "Serious Games", their quality also have been considered by researchers, designers, audiences, teachers and administrators. The quality of these games in addition to storytelling, graphics and technology depend on applying educational principles so that the games can lead the gamers to obtain educational goals while preparing a fun and motivational environment. The aim of this study is determination of quality evaluation "serious game" indicators based on constructive learning principles and evaluating six selected game with this indicator. In order to determine the "serious game" quality evaluation indicators, 30 educational game experts participated in check list completion and signed 29 items around four factors including interaction, problem solving, active learning and discovery. Six popular games were selected and analyzed by six educational technology experts and six ICT experts. The results show that in these games, the average of 136 interactions, 139 problem solving, 89 active learning and 82 discovery situations have been provided. Also Shannon entropy indicated that discovery indicator with .0999 information bar and 0.572 importance coefficient has the most emphasized and active learning indicator with 1 information weight and 0/087 importance coefficient has less emphasized. 

کلیدواژه‌ها [English]

  • Serious game
  • Learning principles
  • Constructivism
  • Interaction
  • Problem solving
  • Active learning
  • Discovery

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