اثربخشی بازی‌سازی رایانه‌ای بر انگیزه و خودکارآمدی ریاضی دانش‌آموزان ابتدایی

Abbaspoor, M. Dehghani, M. Javadipour, M. and Khodaie, E. (2025). The Effectiveness of of the Collaborative and Individual Gamification Method on the Math Performance of Third Grade Elementary School Students. Journal of Applied Psychological Research, 16(2), 133-146. [In Persian] https://doi.org/ 10.22059/japr.2025.376051.644922

Ablian, J. D & Parangat, K. B. (2022). Mathematics Anxiety and Mathematics Self Efficacy among Senior High School Students in Public Secondary Schools. International Journal of Computer Engineering in Research Trends, 9(2), 21-33. https://doi.org/ 10.22362/ijcert/2022/v9/i02/v9i0201

Alfiani, D. A. Nugraha, F. M. Mudiyanto, H., & Setiawan, D. (2023). The effects of online games on the students’ motivation and its implications in learning. Al Ibtida: Jurnal Pendidikan Guru MI, 10(1), 153-162. https://doi.org/10.24235/al.ibtida.snj.v10i1.11735

Amjad, A. I. Habib, M. Tabbasam, U. Alvi, G. F. Taseer, N. A & Noreen, I. (2023). The Impact of Brain-Based Learning on Students' Intrinsic Motivation to Learn and Perform in Mathematics: A Neuroscientific Study in School Psychology. International Electronic Journal of Elementary Education, 16(1), 111-122. [In Persian] https://doi.org/10.26822/iejee.2023.318

Antonio, J. M. A & Tamban, V. E. (2022). Effectiveness of gamification on Learner’s performance and attitude towards mathematics amidst the COVID-19 pandemic. United International Journal for Research & Technology, 3(3), 91-100. https://uijrt.com/articles/v3/i3/UIJRTV3I30013

Arens, A. K. Frenzel, A. C & Goetz, T. (2022). Self-concept and self-efficacy in math: Longitudinal interrelations and reciprocal linkages with achievement. The Journal of Experimental Education, 90(3), 615-633. https://doi.org/10.1080/00220973.2020.1786347

Clemente, J. Kilag, O. K. Ypon, A. Groenewald, E. Groenewald, C. A & Ubay, R. (2024). Enhancing Mathematics Self-Efficacy: Intervention Strategies and Effectiveness–A Systematic Review. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 274-280. https://doi.org/10.5281/zenodo.11156710

Cohen, J. (2013). Statistical power analysis for the behavioral sciences. routledge.

Daniel, K. Msambwa, M. M. Antony, F & Wan, X. (2024). Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning. Computer Applications in Engineering Education, e22733. https://doi.org/10.1002/cae.22733

Ebrahimipur, A & Bagheri, M. (2024). The effect of gamifying virtual classes on academic motivation and academic performance of students. Journal of New Thoughts on Education, 20(1), 7-20. [In Persian] https://doi.org/10.22051/jontoe.2022.38773.3567

Engelbrecht, J. Borba, M. C & Kaiser, G. (2023). Will we ever teach mathematics again in the way we used to before the pandemic?. ZDM–Mathematics Education, 55(1), 1-16. https://doi.org/10.1007/s11858%E2%80%91022%E2%80%9101460%E2%80%915

Hidayatullah, A & Csíkos, C. (2024). The Role of Students’ Beliefs, Parents' Educational Level, and The Mediating Role of Attitude and Motivation in Students’ Mathematics Achievement. The Asia-Pacific Education Researcher, 33(2), 253-262. https://doi.org/10.1007/s40299%E2%80%91023%E2%80%9100724%E2%80%912

Karamert, Ö & Vardar, A. K. (2021). The effect of gamification on young mathematics learners’ achievements and attitudes. Journal of Educational Technology and Online Learning, 4(2), 96-114. https://doi.org/10.31681/jetol.904704

Khayat Ghiasi, P. (2021). The Effects of Self-Efficacy Classroom-Based Strategies of Teachers on the Mathematics, Mathematical Self-Efficacy and Academic Performance of Junior High school Female Students in Ahwaz. Research in Mathematics Education, 1(1), 55-73. [In Persian] https://doi.org/20.1001.1.27834379.1399.1.1.5.4

Laksana, S. D., Setyosari, P., Praherdhiono, H., Kuswandi, D., & Jannan, D. (2024). The Effect of the Use of Digital Gamification and Metacognitive Skills on Students’ Mathematics Solving Ability. Pegem Journal of Education and Instruction, 14(3), 117-125. https://doi.org/10.47750/pegegog.14.03.11

Lee, J. Y. Pyon, C. U & Woo, J. (2023). Digital twin for math education: A study on the utilization of games and gamification for university mathematics‌ education. Electronics, 12(15), 3207. https://doi.org/10.3390/electronics12153207

Liu, X & Koirala, H. (2009). The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students. In: Proceedings of the NERA Conference. http://digitalcommons.lib.uconn.edu/nera_2009/30

Ma, Y. (2022). The effect of teachers’ self-efficacy and creativity on English as a foreign language learners’ academic achievement. Frontiers in Psychology, 13, 872147. https://doi.org/10.3389/fpsyg.2022.872147

Maghami, H. (2025). The Impact of Gamified AI-Driven Assessment on Collaborative Learning and Learning Performance of Students. Technology and Scholarship in Education, 5(1), 81-96. [In Persian] https://doi.org/ 10.30473/t-edu.2025.74118.1263

Maghfiroh, R. Setiawan, A. Saputra, A. A. Afifah, A & Darmayanti, R. (2023). MOVEON: Motivation, anxiety, and their relationship to mathematics learning outcomes. AMCA Journal of Education and Behavioral Change, 3(2), 44-47. https://doi.org/10.51773/ajeb.v3i2.271

McNeill, H & Polly, D. (2023). Exploring primary grades teachers’ perceptions of their Students’ mathematics self-Efficacy and how they differentiate instruction. Early Childhood Education Journal, 51(1), 79-88. https://doi.org/10.1007/s10643%E2%80%91021%E2%80%9101281%E2%80%913

Mohammadi, M. , Mohammadhasani, N. & Khoshneshin, Z. (2024). The Effect of Competition and Cooperation Gamification Elements On Learning and Motivation of Fourth-Grade Math. Research in Teaching, 12(1), 185-213. [In Persian] https://doi.org/10.22034/trj.2023.62834

Nadeem, M. Oroszlanyova, M & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177

Nordmann, E. Hutchison, J & MacKay, J. R. (2022). Lecture rapture: the place and case for lectures in the new normal. Teaching in Higher Education, 27(5), 709-716. https://doi.org/10.1080/13562517.2021.2015755

Rose, S. Orangan, M. (2023). Game-based learning on students' motivation and academic achievement in science 9. Internationa Jornal of Multidisciplinary Research and Development, 10(2), 14-17. https://www.allsubjectjournal.com/assets/archives/2023/vol10issue2/10019%E2%80%91590.pdf

Samimi, Z. Qadri, E & jahandideh, J. (2024). The role of the amount of usage and attitude towards virtual social networks in predicting the vitality and academic satisfaction of students. Technology and Scholarship in Education, 4(2), 95-102. [In Persian] https://doi.org/10.30473/t%E2%80%91edu.2024.71880.1154

Ssemugenyi, F. (2023). Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities. Cogent Education, 10(1), 2187943. https://doi.org/10.1080/2331186X.2023.2187943

Thai, K. P. Bang, H. J & Li, L. (2022). Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness, 15(1), 28-51. https://doi.org/10.1080/19345747.2021.1969710

Yaftian, N &  Abdi, H. (2021). The Effectiveness of Teaching by Using Gamification on Mathematical Anxie-ty and Mathematical Motivation of Ninth Grade Students. Research in School and Virtual Learning, 9(1), 27-36. [In Persian] https://doi.org/ 10.30473/etl.2021.56709.3404

Yan, L. L. L. Effendi, M & Matore, E. M. (2023). Gamification Trend in Students’ Mathematics Learning Through Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 12(1), 433-461. https://doi.org/10.6007/IJARPED/v12%E2%80%91i1/15732

Zhao, Z. Ren, P & Yang, Q. (2024). Student self-management, academic achievement: Exploring the mediating role of self-efficacy and the moderating influence of gender insights from a survey conducted in 3 universities in America. arXiv preprint arXiv:2404.11029. https://doi.org/10.48550/arXiv.2404.11029