| تعداد نشریات | 48 |
| تعداد شمارهها | 1,242 |
| تعداد مقالات | 10,676 |
| تعداد مشاهده مقاله | 21,846,276 |
| تعداد دریافت فایل اصل مقاله | 14,695,122 |
Enhancing Learning, fun, and Learning interest through Juiciness in Gamified Education | ||
| Iranian Distance Education Journal | ||
| دوره 7، شماره 1، مهر 2025، صفحه 149-164 اصل مقاله (749.41 K) | ||
| نوع مقاله: scientific-research | ||
| شناسه دیجیتال (DOI): 10.30473/idej.2025.75054.1245 | ||
| نویسندگان | ||
| Erfane Golshan1؛ yousef Mahdavinasab* 2؛ Sara nouri2؛ Mahsa Moradi3 | ||
| 1Department of Educational Technology, Kharazmi University, Tehran, Iran | ||
| 2Department of Educational Technology, Kharazmi University, Tehran, Iran; | ||
| 3Department of Educational Technology, Allameh Tabataba'i University, Tehran, Iran. | ||
| چکیده | ||
| This study investigated the impact of juiciness-enhanced gamified leaderboards on learning, fun, and learning interest in fourth-grade literature education. the research employed a quasi-experimental, applied quantitative pretest–posttest design with a control group. A sample of 75 fourth-grade female students from a school in District 18 of Tehran was selected through convenience sampling and randomly assigned to three groups: the Juiciness Leaderboard group (JLG), the Simple Leaderboard group (SLG), and the Control Group (CG). Research instruments included a 16-item parallel-form learning test, the 18-item Fun Questionnaire (FunQ), and a 9-item learning interest questionnaire. The intervention lasted six weeks, using standard literature curriculum materials. Statistical analyses with pairwise comparisons showed that the JLG significantly outperformed both the SLG and CG in learning outcomes, fun, and learning interest, while the SLG also performed significantly better than the CG across all variables. The findings indicate that the design of leaderboards plays a critical role in shaping students’ educational experiences. Specifically, the Juiciness Leaderboard intervention consistently produced superior outcomes compared to both the Simple Leaderboard and the Control group, highlighting the added value of sensory-rich features in fostering fun, learning interest, and academic achievement. This study contributes to the growing literature on gamification by emphasizing the importance of incorporating juiciness-enhanced elements into educational environments. By leveraging such strategies, educators can create more dynamic and immersive learning contexts that not only boost short-term performance but also nurture sustained motivation and a lifelong interest in learning. | ||
| کلیدواژهها | ||
| Gamification؛ Juiciness؛ Learning؛ Leaderboards؛ Learning Interest؛ Fun | ||
| عنوان مقاله [English] | ||
| تأثیر جوسینس در بازیوارسازی بر یادگیری، لذت و علاقهمندی به یادگیری | ||
| نویسندگان [English] | ||
| عرفانه گلشن1؛ یوسف مهدوی نسب2؛ سارا نوری2؛ مهسا مرادی3 | ||
| 1کرج، دانشگاه خوارزمی، دانشکده روانشناسی و علوم تربیتی | ||
| چکیده [English] | ||
| بازیوارسازی، بهعنوان بهرهگیری از عناصر طراحی بازی در زمینههای غیر بازی، بهویژه در آموزش، بهطور روزافزون بهمنظور افزایش انگیزش و مشارکت یادگیرندگان مورد توجه قرار گرفته است. جدولهای امتیاز (Leaderboards) از جمله عناصر کلیدی بازیوارسازی محسوب میشوند که با ایجاد حس رقابت و برانگیختن هیجانات مثبت، میتوانند یادگیری را تقویت کنند. با این حال، بهرهوری این ابزارها از طریق بهکارگیری راهبردهای طراحی مؤثرتر و بررسی بیشتر مفهومی بهنام «جوسینس» (Juiciness) ــ جذابیتهای حسی و هیجانی در محیط یادگیری ــ قابل ارتقا است. پژوهش حاضر با هدف بررسی تأثیر جدولهای امتیاز بازیوارشدهی مبتنی بر جوسینس بر یادگیری، لذت و علاقهمندی به یادگیری در آموزش ادبیات فارسی در میان دانشآموزان پایه چهارم ابتدایی انجام شده است. جامعهی پژوهش شامل ۷۵ دانشآموز پایه چهارم در شهر تهران بودند که بهصورت تصادفی در سه گروه تقسیم شدند: گروه جدول امتیاز با جوسینس (JLG)، گروه جدول امتیاز ساده (SLG)، و گروه کنترل (CG). در گروه JLG از جدولهای امتیاز با جلوههای بصری و شنیداری استفاده شد، در حالیکه در گروه SLG جدولهای امتیاز ساده با متن بدون طراحی بهکار رفت، و گروه کنترل فاقد هرگونه مداخله بود. دادهها از طریق پیشآزمون و پسآزمون یادگیری، و پرسشنامههای سنجش میزان لذت و علاقه به یادگیری گردآوری شد. یافتههای آماری نشان داد که گروه JLG در مقایسه با دو گروه دیگر بهطور معناداری عملکرد بهتری در مؤلفههای یادگیری، لذت و علاقهمندی به یادگیری داشت. این نتایج بر اثربخشی عناصر بازیوارسازی تقویتشده با جوسینس در ارتقای مشارکت، انگیزش و کیفیت یادگیری در آموزش ادبیات تأکید دارند. | ||
| کلیدواژهها [English] | ||
| بازی وارسازی, جدول پیشگامان, لذت, علاقه یادگیری | ||
| مراجع | ||
|
Alagöz, F., Valdez, A. C., Wilkowska, W., & Holzinger, A. (2010). From cloud computing to mobile Internet, from user focus to culture and hedonism: The crucible of mobile health care and wellness applications. In Pervasive Computing and Applications (ICPCA), 2010 5th International Conference on (pp. 35-41). IEEE. https://doi.org/10.1109/ICPCA.2010.5704072 Alebri, M., Costanza, E., Panagiotidou, G., & Brumby, D. P. (2024). Embellishments revisited: Perceptions of embellished visualisations through the viewer's lens. IEEE Transactions on Visualization and Computer Graphics, 30(1), 1424-1434. https://doi.org/10.1109/TVCG.2023.3326914 Atanasov, S. (2013). Juiciness: Exploring and designing around experience of feedback in video games (Master's thesis, Malmö högskola, Faculty of Culture and Society). Malmö högskola/Kultur och samhälle. https://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22264 Barata, G., Gama, S., Jorge, J. A. P., & Gonçalves, D. (2013). So fun it hurts – Gamifying an engineering course. In Proceedings of the HCI International Conference (pp. 586-595). Springer. https://doi.org/10.1007/978-3-642-39454-6_68 Bateman, S., Mandryk, R. L., Gutwin, C., Genest, A., McDine, D., & Brooks, C. (2010). Useful junk?: The effects of visual embellishment on comprehension and memorability of charts. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2573–2582). ACM. https://doi.org/10.1145/1753326.1753716 Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2019). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 27(6), 832-845. https://doi.org/10.1080/10494820.2019.1623267 Brom, C., Šisler, V., Slussareff, M., Selmbacherová, T., & Hlávka, Z. (2016). You like it, you learn it: Affectivity and learning in competitive social role play gaming. International Journal of Computer-Supported Collaborative Learning, 11(3), 313-348. https://doi.org/10.1007/s11412-016-9237-3 Buckthal, E. D. (2014). Juiciness in citizen science computer games: Analysis of a prototypical game. California Polytechnic State University. DOI: https://doi.org/10.15368/theses.2014.122 Cagiltay, N. E., Özçelik, E., & Şahin Özçelik, N. (2015). The effect of competition on learning in games. Computers & Education, 87, 35-41. https://doi.org/10.1016/j.compedu.2015.04.001 Cheung, D. (2017). The key factors affecting students’ individual interest in school science lessons. Research in Science & Technological Education, 35(1), 1-23. https://doi.org/10.1080/09500693.2017.1362711 Chiu, Y.-H., & Nah, F. F.-H. (2017). Effects of the use of leaderboards in education. In Proceedings of the [Conference Name]. Retrieved from https://api.semanticscholar.org/CorpusID:201050283 Coetzee, M., Schreuder, D., & Tladinyane, R. T. (2014). Employees’ work engagement and job commitment: The moderating role of career anchors. SA Journal of Human Resource Management, 12(1), 1-12. https://doi.org/10.4102/sajhrm.v12i1.572 de Haan, Y., Kruikemeier, S., Lecheler, S., & van der Nat, R. (2017). When does an infographic say more than a thousand words?: Audience evaluations of news visualizations. Journalism Studies, 19(9), 1-20. https://doi.org/10.1080/1461670X.2016.1267592 Denny, P. (2013). The effect of virtual achievements on student engagement. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 489-498). ACM. https://doi.org/10.1145/2470654.2470763 Deterding, S. (2015). The lens of intrinsic skill atoms: A method for gameful design. Human-Computer Interaction, 30(3-4), 294-335. https://doi.org/10.1080/07370024.2014.993471 Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., & Martínez, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63(1), 380-392. https://doi.org/10.1016/j.compedu.2012.12.020 Durmanova, K. (2022). The effects of juicy game design on exergames. University of Waterloo. http://hdl.handle.net/10012/18980 Hagen, U. (2011). Designing for player experience: How professional game developers communicate design visions. Journal of Gaming & Virtual Worlds, 3(3), 259-275. https://doi.org/10.1386/jgvw.3.3.259_1 Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? — A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences. IEEE. https://doi.org/10.1109/HICSS.2014.377 Hassenzahl, M. (2006). Hedonic, emotional, and experiential perspectives on product quality. In Encyclopedia of human computer interaction (pp. 266–272). IGI Global. http://dx.doi.org/10.4018/978-1-59140-562-7.ch042 Hassenzahl, M., & Monk, A. (2010). The inference of perceived usability from beauty. Human–Computer Interaction, 25(3), 235–260. DOI: 10.1080/07370024.2010.500139 Hicks, K. (2020). Juicy game design: Exploring the impact of juiciness on the player experience (Unpublished doctoral thesis). University of Lincoln. https://doi.org/10.24385/lincoln.24326740.v1 Hicks, K., Dickinson, P., Holopainen, J., & Gerling, K. M. (2018). Good game feel: An empirically grounded framework for juicy design. In Proceedings of the DiGRA Conference. Retrieved from https://api.semanticscholar.org/CorpusID:55153055 Hicks, K., Gerling, K., Dickinson, P., & Vanden Abeele, V. (2019). Juicy Game Design: Understanding the Impact of Visual Embellishments on Player Experience. In Proceedings of the Annual Symposium on Computer-Human Interaction in Play, CHI PLAY '19, pages 185–197, New York, NY, USA, October 2019. Association for Computing Machinery. doi: 10.1145/ 3311350.3347171. URL http://doi.org/10.1145/3311350.3347171 Holmes, N. (1984). Designer’s guide to creating charts & diagrams. Watson-Guptill Publications. New York. Hong, J. C., Hwang, M. Y., Liu, M. C., Ho, H. Y., & Chen, Y. L. (2014). Using a “prediction–observation–explanation” inquiry model to enhance student interest and intention to continue science learning predicted by their Internet cognitive failure. Computers & Education, 72, 110-120. https://doi.org/10.1016/j.compedu.2013.10.004 Inbar, O., Tractinsky, N., & Meyer, J. (2007). Minimalism in information visualization: Attitudes towards maximizing the data-ink ratio. In Proceedings of the 14th European conference on Cognitive ergonomics: invent! explore! (pp. 185–188). ACM. https://doi.org/10.1145/1362550.13625 Juul, J. (2010). A casual revolution: Reinventing video games and their players. The MIT Press. Juul, J., & Begy, J. S. (2016, August). Good Feedback for bad Players? A preliminary Study of ‘juicy’Interface feedback. In Proceedings of first joint FDG/DiGRA Conference, Dundee. Kao, D. (2020). The effects of juiciness in an action RPG. Entertainment Computing, 34, 100359. https://doi.org/10.1016/j.entcom.2020.100359 Mahlke, S. (2008). Visual aesthetics and the user experience. In Dagstuhl Seminar Proceedings. Schloss Dagstuhl-Leibniz-Zentrum für Informatik. https://doi.org/10.4230/DagSemProc.08292.7 Mekler, E. D., Brühlmann, F., Opwis, K., & Tuch, A. N. (2013). Do points, levels and leaderboards harm intrinsic motivation?: An empirical analysis of common gamification elements. In Proceedings of the First International Conference on gameful design, research, and applications (pp. 66–73). ACM. https://doi.org/10.1145/2583008.2583017 Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in human behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048 Papadimitriou, A. (2024). Theories, Strategies and Elements of Gamified MOOCs: A Systematic Literature Review. Asia Pacific Journal of Information Systems, 34(1), 248-291. https://doi.org/10.14329/apjis.2024.34.1.248 Park, & Kim. (2021). The principles of leaderboard design aimed at enhancing learning and motivation in gamified educational environments. JMIR Serious Games. doi: 10.2196/14746. doi:10.2196/14746 Peck, E. M., Ayuso, S. E., & El-Etr, O. (2019). Data is personal: Attitudes and perceptions of data visualization in rural Pennsylvania. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (Paper No. 244, pp. 1-12). ACM. https://doi.org/10.1145/3290605.3300474 Prihatini, E. (2017). Pengaruh Metode Pembelajaran Dan Gaya Belajar Terhadap Hasil Belajar Ipa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 7(2), 171–179. https://doi.org/10.24853/instruksional.1.2.152-158 Rodrigues, L., Toda, A. M., Palomino, P. T., Klock, A. C., & Avila-Santos, A. (2023, November). Motivation no Jutsu: Exploring the Power of Badge Aesthetics in Gamified Learning. In Anais do XXXIV Simpósio Brasileiro de Informática na Educação (pp. 631-643). SBC. DOI: https://doi.org/10.5753/sbie.2023.234313 Ryan, R. M., & Vansteenkiste, M. (2023). Self-determination theory: metatheory, methods, and meaning. In R. M. Ryan (Ed.), The Oxford handbook of self-determination theory (pp. 3–30). https://doi.org/10.1093/oxfordhb/9780197600047.013.2 Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. *Computers & Education, 144 https://doi.org/10.1016/j.compedu.2019.103666 Saraceno, S. (2019). Meaningful gamification: A new way of improving intrinsic motivation (Bachelor’s thesis, University of Basel). Institute of Psychology, Center for Cognitive Psychology and Methodology. Schell, J. (2008). The art of game design: A book of lenses (English ed.). Morgan Kaufmann. Schell, J. (2014). The Art of Game Design: A book of lenses. AK Peters/CRC Press. (cit. on pp. 1, 2, 18, 19, 21, 28, 46, 98, 130, 133, 136) https://doi.org/10.1201/b17723 Seaborn, K., & Fels, D. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31. https://doi.org/10.1016/j.ijhcs.2014.09.006 Seaborn, K., Pennefather, P., & Fels, D. I. (2013). Reimagining leaderboards: Towards gamifying competency models through social game mechanics. In Proceedings of the First International Conference on Gameful Design, Research, and Applications (pp. 107-110). ACM. https://doi.org/10.1145/2583008.2583026 Simões, J., Díaz Redondo, R. P., & Fernández Vilas, A. (2015). A social gamification framework for a K-6 social network. Journal/Conference, Volume(Issue), Page numbers. https://doi.org/10.13140/RG.2.1.2515.1201 Singhal, T., & Schneider, O. (2021). Juicy haptic design: Vibrotactile embellishments can improve player experience in games. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (Article No. 126, pp. 1-11). ACM. https://doi.org/10.1145/3411764.3445463 Swink, S. (2008). Game feel: A game designer's guide to virtual sensation (1st ed.). Morgan Kaufmann. Tisza, G., & Markopoulos, P. (2023). FunQ: Measuring the fun experience of a learning activity with adolescents. Current Psychology, 42(3), 1936–1956. https://doi.org/10.1007/s12144-021-01484-2 Tsai, Y. H., Lin, C. H., Hong, J. C., & Tai, K. H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29. http://dx.doi.org/10.1016/j.compedu.2018.02.011 Vanden Abeele, V., Wouters, J., Ghesquière, P., & Geurts, L. (2015, October). Game-based assessment of psycho-acoustic thresholds. In Proceedings of the 2015 Annual Symposium (pp. 1-5). https://doi.org/10.1145/2793107.2793132 Wang, H., & Sun, C. T. (2011). Game Reward Systems: Gaming Experiences and Social Meanings. In Proceedings of the DiGRA 2011 Conference: Think Design Play. Wood, L. C., & Reiners, T. (2015). Gamification. In Encyclopedia of Information Science and Technology, Third Edition (pp. 3039-3047). IGI global. http://dx.doi.org/10.4018/978-1-4666-5888-2.ch297
| ||
|
آمار تعداد مشاهده مقاله: 125 تعداد دریافت فایل اصل مقاله: 136 |
||