نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Introduction:Accordingly, the purpose of the present study was to examine the effect of gamification on students’ self-directed learning in online higher education environments.
Methodology:The present study was conducted using a quasi-experimental design with a pretest–posttest and a control group.The statistical population consisted of757 undergraduate students in the field of Educational Management at the Faculty of Education and Psychology, Shiraz University, in the academic year2024-2025.Sampling was carried out using the random-systematic method, and50participants were selected. Then, using random sampling by lottery, the participants were assigned to two groups of 25 (experimental and control). The experimental group received the creativity course content over 10 online sessions of 90 minutes, which had been designed in a gamified format in the Kahoot environment. The control group received the same content through Google Meet but without gamification.To examine the relationships among variables and analyze the data,SPSS26software and analysis of covariance (ANCOVA), independent t-test, and paired t-test were used.
Results:The results of the independent t-test showed that prior to the implementation of the training sessions, there was a significant difference in students’self-directed learning between gamified and non-gamified classes (t=2.09, p=0.04).The results of the paired t-test indicated that the use of gamification in informal online higher education courses had a significant effect on students’ self-directed learning in both the experimental and control groups. The results of the covariance analysis showed that after the implementation of the training, the mean self-directed learning score of the experimental group (57.36) was higher than that of the control group(23.84) (p< 0.01)
کلیدواژهها English
