نویسندگان:

محمدرضا نیلی احمدآبادی¹ ، فاطمه جعفرخانی² ، محمد عسگری³ ، حسن نوری⁴ .

¹دانشیار گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی تهران، ایران

²استادیار، گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران.

³دانشیار گروه سنجش و اندازه گیری؛ دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی؛ تهران؛ ایران

⁴دانشجوی رشته تکنولوژی آموزشی؛ دانشکده روانشناسی و علوم تربیتی؛ دانشگاه علامه طباطبایی تهران؛ ایران

چکیده فارسی: یادگیری در سطح تحلیل کردن از بازده‌های یادگیری سطح بالا شمرده می‌شود. ازآنجایی‌که دانش‌آموزان در مهارت تحلیل کردن پایین‌تر از میانگین جهانی قرار دارند پژوهش حاضر به این مهم پرداخته است. تحلیل کردن یکی از پیش‌نیازهای تشخیص و تصمیم‌گیری است. هدف پژوهش حاضر استفاده از بازی‌وارسازی برای ارتقای یادگیری زیست‌شناسی در سطح تحلیل کردن است. بدین منظور از روش نیمه‌آزمایشی طرح گروه کنترل نابرابر استفاده شده است. با توجه به هدف پژوهش؛ ابتدا الگوی بازی‌وارسازی تدوین شده و سپس وبسایت پاپازیست طراحی و در اختیار گروه آزمایش قرار گرفته است. جامعه متشکل از دانش‌آموزان رشتۀ علوم تجربی پایۀ دوازدهم داخل کشور بوده است و به‌صورت نمونه‌گیری چند مرحله‌ای خوشه‌ای نمونه‌گیری انجام شده است و دو کلاس از یک مدرسه در شهرستان ساوجبلاغ به‌عنوان گروه کنترل و گروه آزمایش انتخاب شده است. هر کلاس 15 نفر و جمعاً 30 نفر آزمودنی انتخاب شده است. نمرات پیش‌آزمون و پس‌آزمون گروه کنترل و گروه آزمایش برای محاسبات آماری استخراج شده است. آزمون فرض با استفاده از تحلیل کواریانس انجام شده که فرضیۀ پژوهش در سطح 05/0 معنادار بوده است. تجزیه و تحلیل داده نشان داده که تغییرات نمرات در گروه آزمایش ناشی از متغیر آزمایش یعنی بازی‌وارسازی بوده است. بازی‌وارسازی باعث تسهیل یادگیری در سطح تحلیل کردن می‌گردد.

کلمات کلیدی: گیمیفیکیشن ، بازی‌وارسازی ، الگوی طراحی آموزشی ، یادگیری تحلیل کردن .

The Impact of Gamification on Learning at the Analysis Level of Bloom's Taxonomy in Biology 3

English Abstract: Learning at the level of analysis is considered a high-order learning outcome. Given that students often perform below the global average in analytical skills, this study addresses this significant challenge. Analytical thinking is a prerequisite for effective diagnosis and decision-making. This research aims to enhance biology learning at the analytical level through the use of gamification. A quasi-experimental design with a nonequivalent control group was employed. To achieve the research objectives, a gamification model was developed, and the Papazist website was designed and made available to the experimental group. The study population consisted of 12th-grade students of experimental sciences in Iran. A multistage cluster sampling method was used to select two classes from a school in Savojbolagh County. One class (15 students) was recruited as the control group, and another class (15 students) as the experimental group, with 30 participants. Pre-test and post-test scores were collected from both groups for statistical analysis. The data analysis revealed that significant score changes in the experimental group were attributed to the gamification intervention. Research hypothesis was tested using ANCOVA, proved significant (P<0.05). Gamification can be employed to facilitate learning and achieve high-order learning outcomes. Introduction The skills required for students to succeed in their future careers include decision-making, critical thinking, complex problem-solving, and creativity. These are classified as higher-order cognitive skills, based on the higher levels of Bloom’s taxonomy. High-level learning is essential for professional preparedness (Moradi Najafabadi & Mohsenpour, 2019). However, multiple studies both locally and internationally indicate that schools primarily focus on lower-order learning levels and neglect higher-order cognitive development (Razavi, 2016). These findings emphasize the importance of promoting high-level learning. According to Bloom’s cognitive domain, lower levels such as remembering and understanding can be achieved through traditional teaching methods like lectures and question and answer  sessions. However, higher-order skills require more advanced instructional strategies. Since no comprehensive instructional model has been identified to promote higher-order skills, this study aims to address that gap by focusing on the development of analytical thinking —a foundational skill for high-order learning (Biswal et al., 2022). The present study designs a gamified learning package and evaluates its effectiveness in improving biology learning. Methodology First, an educational gamification model was developed. Accordingly, this gamified learning package was created and its effectiveness on higher-order learning was tested. A systematic literature review was conducted to identify relevant resources on “gamification” and “learning at the level of analysis.” The systematic review protocol included: (a) keywords, (b) databases, (c) document time range, (d) document type, (e) inclusion criteria, (f) exclusion criteria, (g) method for organizing the data, and (h) software used for data analysis. Based on the developed gamification model, a web-based platform was designed using PHP (version 8.3). A quasi-experimental design with a nonequivalent control group was use to assess the impact of the intervention: At the end of the intervention, a post-test was administered to assess the level of learning achieved. The study population comprised 12th-grade students of experimental sciences in Iran. A total of 30 students (15 in each group) were selected using multi-stage cluster sampling. The data were collected using a researcher-made biology test containing 20 analysis-level questions derived from the 12th-grade curriculum. Results a) Development of the Gamification Model An educational gamification model focused on analysis-level learning was developed based on extracted codes and categories and validated by subject matter experts. The model achieved a content validity score above 90%. Guided by this model, the gamified package included a website and a mobile-friendly web application. Development process involved creating a roadmap, scenario design, instructional slides, a prototype, and finally a biology learning website accessible at: https://gampion.ir/papazist. b) Effect of Gamification on Learning Before conducting the ANCOVA test, the necessary assumptions were verified. Once confirmed, the ANCOVA was run. ANCOVA results revealed the significant effect of the pre-test on post-test scores (F(1, 26) = 171.70, p = 0.001), indicating the pre-test should be treated as a covariate. Additionally, a significant difference was observed between the experimental and control groups (F(1, 26) = 7.578, p = 0.003), suggesting the significant impact of the educational intervention. Discussion and conclusion The developed model comprises six stages: (1) defining objectives and identifying learners, (2) instructional design tailored for analysis-level learning, (3) incorporating gamification to enhance learner engagement, (4) implementation, (5) balancing game elements, and (6) achieving learning outcomes at the analysis level. The gamified package based on the model significantly improved students' performance in analytical thinking . When this test is considered a measure of academic achievement, the results align with Shadbad, Bahr, & Lewis (2023), who also reported a large effect size (>60%) for gamification on learning outcomes. A distinctive feature of this model is its emphasis on deep learning and higher-order outcomes, whereas previous models primarily emphasized engagement and learner retention. It is recommended that this model be applied in medical education to enhance cognitive analysis skills.