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The effect of game-based learning on academic achievement motivation of elementary school students
Learning and Motivation 68 (2019) 101592
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Learning and Motivation journal homepage: www.elsevier.com/locate/l&m
The effect of game-based learning on academic achievement motivation of elementary school students
T
Tahereh Partovi, Majid Reza Razavi* Department of Educational Sciences, Taybad Branch, Islamic Azad University, Taybad, Iran
A R T IC LE I N F O
ABS TRA CT
Keywords: Game-Based learning Academic achievement motivation Elementary school students Inventory of school motivation (ISM)
Game-Based Learning is widespread among elementary school students. Consequences in academic achievement motivation have been studied frequently. The aim of this study was to test the effectiveness of the Game-Based Learnings on the academic achievement motivation of the elementary school students. We used from a field method to collect the required data and complete the standard questionnaire. The study is a semi-experimental design with pretest-posttest design with the control group. The statistical population was 256,836 students of the first grade of elementary school students in the 2016-17 academic year. Sixty students (32 males and 28 females) were selected through a purposive method. Then, the subjects of the study were randomly allocated to the control and experimental groups, and a pre-test was performed from both groups. The experimental group was exposed to Misha and Kosha Game-Based Learnings, while we implemented the conventional teaching method to the control group. The measuring tool was the Inventory of School Motivation (ISM) questionnaire. The test has sufficient validity and reliability (α = 0.84). The covariance analysis test (MANCOVA) revealed that the experimental group had significantly higher scores for academic achievement motivation than the control group. Also, the results showed that the computer educational game impacted academic achievement motivation of elementary students. According to the results, the necessity of using computer-based games in elementary school students is felt. Therefore, it is necessary to find a more suitable place in the teachers' daily lesson plan. The results can be good for educators, instructional and game designers and researchers from implementation, design and research perspectives, respectively.
1. Introduction Motivation as a key to successful academic performance, is an inherent phenomenon that is influenced by the four factors, the situation (environment and external stimuli), temperament (state and the internal state of the organism), the goal (goal of behavior, purpose, and direction), and the instrument (a tool for achieving the goal). Most of the reviews show that there is a strong correlation between motivation as a crucial catalyst for learning success and academic achievement (Henderlong Corpus, McClintic-Gilbert, & Hayenga, 2009; Jurisevic, Glazar, Pucko, & Devetak, 2008). Achievement goals are competence-based aims that individuals target in evaluative settings. Originally, four distinctive achievement goals were identified based on the definition of personal competence: task (mastery), ego (performance), social and extrinsic goals (Dweck & Leggett, 1988). Specifically, mastery goals reflect perceived competence in terms of absolute evaluative standards or task mastery. Performance goals reflect competence perception relative to the performance of others. Mastery goal comprises choosing challenging tasks, using adaptive learning strategies, seeking help when
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Corresponding author. E-mail address: [email protected] (M.R. Razavi).
https://doi.org/10.1016/j.lmot.2019.101592 Received 1 June 2019; Received in revised form 27 August 2019; Accepted 27 August 2019 0023-9690/ © 2019 Elsevier Inc. All rights reserved.
Learning and Motivation 68 (2019) 101592
T. Partovi and M.R. Razavi
needed, having a positive attitude towards the task, and the classroom environment, effort and persistent while studying (Ames, 1992; Elliot, 2005). Performance goal comprises anxiety, disorganized, superficial learning habits, low exam performance, avoid engaging actively in task requirements, view that success is indicated by outperforming others, surpassing normative standards, or looking smart (Ames, 1992). These goals orientations determine different consequences in an achievement context. Extrinsic goals involve behavior that is experienced as externally controlled. Social goals are those goals which ultimately gets you involve with some social work (McHoskey, 1999). Academic motivation refers to the required stimulation to do the assignments, to achieve the goals or to acquire a certain degree of competence in one’s work, and to gain academic achievement consequently. In addition to academic motivation, which is a key factor in students’ schooling, achievement motivation is another major element related to the students’ education. Achievement motivation can be defined as a person’s desire to achieve goals according to a set of standards. It has been frequently observed that students are quite similar in terms of learning ability and talent (Khamoushi, Parsa Moghaddam, Sadeghi, Parvizifard, & Ahmadzadeh, 2014). With this motivation, students will have the mobility necessary to complete homework, to achieve success in learning and academic achievement motivation (Ke, 2008). From the educational point of view, motivation has a multidimensional (three-dimensional) structure that is related to learning and academic achievement motivation and includes the beliefs about the ability to perform the desired activity, the reasons or goals of the individual to carry out that activity, and the emotional response associated with that activity (Alexander, Murphy, Woods, Duhon, & Parker, 1997). Students' academic achievement motivation is one of the important indicators in the evaluation of education. Academic achievement motivation is the internal force that leads the learner to a comprehensive assessment of his performance regarding the highest standards, the effort to succeed in performance, and the enjoyment that delivers successfully in performance (Sansone & Smith, 2000; Scott, 2001). The academic achievement motivation, through its impact on different academic activities refers to the individual's desire to achieve academic goals. It associates educational motivation with specific goals, specific attitudes, and beliefs approach achieving and endeavor of the individual. Regarding the benefits of motivating games, many coaches have suggested that games are effective in boosting students' performance, as they activate students in the learning process (Kelin, 2005). Teachers of this a foundation must be fluent in all techniques and methods of teaching, and in this way, because of the little age of the students, the content of the education must be such that they do not face them with difficulty and mental fatigue. To achieve these goals, it is necessary to design a model for game-based learning, especially computer games, to promote students' learning in the technology, slight of the day, i.e. a computer, to achieve the goals to facilitate the learning of students in the education system to achieve its goals. Computer games can also be effective in their health, while they can be harmful to children, provided that it offers them in their appropriate age groups, and even in organized environments, this can lead to their growth and academic achievement motivation. In the present society of our country, because of the impact of technology, it questions that if these games take on a more organized and scientific-educational form of preserving the attractiveness of other games, does it have an effect on the academic achievement motivation of Elementary School Students? According to the above, the main issue of this research is how do computer games affect the academic achievement motivation of Elementary School Students? Therefore, the study examines the impact of computer games on the motivation of academic achievement motivation among elementary school students. Game-Based Learning involving the games in the educational process, aiming to enhance learning activities (Trajkovik, Malinovski, Vasileva-Stojanovska, & Vasileva, 2018). Nowadays, students are very interested in computers. This is an opportunity to use these instruments to achieve educational and instructional objectives (Sayan, 2015). Recent studies of many educators have considered Game-Based Learning as an educational tool to speed up the academic achievement motivation of elementary school students (Choi, Huang, Jeffrey, & Baek, 2013; Sung, Hwang, Hung, & Huang, 2012; Van Eck, 2006). In contrast, based on the results of some studies, these computer games are mostly harmful (Anderson & Karen, 2002; Durkin & Barber, 2002). Kebritchi, Hirumi, and Bai (2010) found an important promotion in computer game-based mathematics learning students. Rastegar pour and Marashi (2012) investigated the effect of computer games on learning in high school students and found that game playing had a significant role in learning by creating excitement and joy. Overall, there is a scarcity of scientific research in Iran. Despite the research evidence, some studies showed that Game-Based Learning had no effect on the academic performance of users (Kaplan, 2010; Sayan, 2015). Different research studies emphasize the differentiation of students’ motivational orientation in different situations (Çankaya & Karamete, 2009; Grimley, Green, Nilsen, Thompson, & Tomes, 2011; Rabkin & Redmond, 2006). Levine has identified academic achievement motivation as the highest learning pathway. Since the early 1990s, computer games have been used as the main part of leisure time. The computer game improves the visualization of space and improves subjective abstract skills of the subjects (Squick, 2006). The results of a study by Eowa, Wan Ali, Mahmud, and Baki (2010), showed that creativity, self-esteem, awareness, and imagination have increased in students taking part by using computer games. According to Franklins, Peat, and Lewis (2003), educational games can facilitate student learning and lead to the active participation of students in the classroom. Students who have been involved in classroom and laboratory computer games have greater motivation and academic achievement motivation than control groups (Kebritchi, 2009; Kebritchi et al., 2010). Researches of Caller et al. (2007), shows that the high intelligence and normal students, have significant differences in terms of motivational beliefs and applying self-regulation strategies so that the high level of internal motivation leads to higher performance in math performance. Tuzun, Yilmaz-Soylu, Karakus, Inal, and Kizilkaya (2009) concluded that student learning was more effective, and they had more internal motivation to learn. Findings of Acar (2010), showed that there is a positive and significant relationship between self-regulation learning strategies and motivational strategies for learning with the academic achievement motivation of students. Students who have self-regulation strategies and motivation strategies for learning have more academic achievement motivation. The results of Sinha and Mido (2010) showed that students who speak the English language and have used computer games, compared to students who did not use games, had a better operation in mathematics. Most experimental research on Game-Based Learning has shown that digital games as a learning environment lead to increases in both student interest and learning (Cordova & Lepper, 1996; Heidi, 2000). Cassell and Ryokai (2001) believes that Game2
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Based Learning fosters children’s cognitive and language skills. Antovan & Belz focused on the effect of the Game-Based Learnings on learning, retention, and academic achievement motivation in mentally retarded students. The results showed that the mathematical Game-Based Learning in the concept of addition and subtraction increases the learning and motivation of academic achievement motivation of students with mental retardation in mathematics. Gioia Chilton (2007) has conducted research on the role of computer animation on academic achievement motivation with regard to students’ mathematical pre-knowledge. The results showed that the teaching method based on a computer game (animation, gameplay for teaching equations and coordinate axes), due to the mathematical history and language, increases the academic achievement motivation. Balat, Dağal & Kanburoğlu investigated the effectiveness of computer-aided education in making 48–60 months children and evaluated the results of the study as positive. Review of literature shows that most research is about the use of computer games at leisure or the discussion of computer game pathology. The most important issue that has been underestimated is whether these computer games will cause promotion in students’ academic achievement motivation intrinsically? Therefore, it seems necessary to investigate the effectiveness of Game-Based Learnings. The aim of this study was to evaluate the effectiveness of Game-Based Learnings on Elementary School Students’ achievement. Also, according to the research literature, it is essential to study the effect of computer teaching games on the students’ academic achievement motivation in the educational system of Iran. In line with the presentations, this research seeks to examine the following hypotheses: Main hypothesis: Computer educational games have an impact on the academic achievement motivation of elementary students. Alternative hypothesis: Computer educational games have an impact on the Mastery, Performance, Social and Extrinsic goals of elementary students. 2. Method Regarding the basic strategy, the method of the research was quantitative. Regarding the executive strategy, it was survey research; and regarding the analytical techniques, it was semi-experimental research. The research design is an unequal sample size design. In this research, it was used from a field method to collect the required information and complete the standard quality questionnaires. This applied objectives and semi-experimental we conducted the method using a pretest-posttest and the control group. The present study was a semi-experimental study in which pretest-posttest with the control group was utilized. After the random replacement of patients in the experimental group (intervention) and the control group, we performed a pretest. The experimental group, along with a common teaching method, received Game-Based Learning for three months, but the students in the control group received only a common teaching method in this period. Students in both groups responded to the ISM scale before intervention (pretest) and immediately after intervention (posttest). Game-based learning will enable students to take ownership of their learning experience and connect with information in a way that traditional methods simply cannot. Participants were asked to play the game for one hour a week for up to three months. With the experimental group, we implemented Misha and Kosha educational games software. This software includes all elementary multimedia tutorials, including Persian, Math, and Elementary Science courses delivered by leading country teachers under the latest textbook variations, with the possibility of dictation and repetition of previous dictations, and it displaying and presenting Persian poems as happy and engaging songs and teaching comprehensive concepts of science through animation and virtual labs and conceptual solution and step-by-step guidance for solving mathematical problems by teachers and solving exercises by students and correcting it by the software tool. 3. Participants The statistical population was 256,836 students of the first grade of elementary school students in the 2016-17 academic year. We selected 60 (32 males and 28 females) students through a simple purposive sampling method. After the random replacement of students in the experimental group (intervention) and the control group, a pretest was performed. The experimental group, along with common teaching method, received Misha and Kisha computer games. But the students in the control group received only the common teaching method in this period (Fig. 1). 4. Procedures The standard questionnaire was distributed among the students to examine the motivation for progress. The distribution of the questionnaire in the experimental group was as follows: the questionnaire was given to the students once before being exposed to the computer game (pre-test) and then once thereafter (post-test). Then, the results were evaluated in the experimental group before and after (pre-test and post-test), and the results were compared with the control group. The way to collect information about the amount of motivation was to use a questionnaire. After many studies and interviews with individuals and experts, we used the standard questionnaire for the study. This questionnaire comprises two parts: 1 General and demographic Questions: The goal is to collect general and demographic information from the respondents. This section contains four questions and includes topics such as gender and age, and education. 2 The Inventory of School Motivation scale (ISM): The measuring tools were the Inventory of School Motivation (ISM) questionnaire (Li et al., 2017). The ISM measures school motivation and was designed to enable cross-cultural comparisons in school motivation 3
Learning and Motivation 68 (2019) 101592
T. Partovi and M.R. Razavi
Fig. 1. Flowchart of the study sampling process.
(McInerney & Sinclair, 1992). Development of the instrument was grounded in personal investment theory, which has been shown to accurately tap the achievement goal constructs hypothesized by the theory. The questionnaire comprises of 43 questions (King, Ganotice, & Watkins, 2012) that measures four high-level achievement goals and eight target functions: mastery, performance, social, and extrinsic goals. Each of these four high-level goals is divided into two sub-goals: Mastery goal (Choosing challenging tasks, Using adaptive learning strategies, Seeking help when needed, Having a positive attitude towards task, and the classroom environment, Effort and persistent while studying; Ames, 1992; Elliot, 2005), Performance goal (Anxiety, Disorganized, Superficial learning habits, Low exam performance, Avoid engaging actively in task requirements, View that success is indicated by outperforming others, surpassing normative standards, or looking smart; Ames, 1992), Social goal (Affiliation and Concern) and Extrinsic goal (Token and Praise). It is rated on a 5-point Likert scale with 1 as “strongly disagree” and 5 as “strongly agree.” Higher scores would entail a greater endorsement of the relevant construct (King et al., 2012). Table 1 presents four types of achievement goals. Because of the standardization of the questionnaire and the fact that different people have used it (King et al., 2012) and, according to them, it has desirable reliability; it confirms its validity. But according to the research, the questionnaire was visited by several professors at the Ferdowsi University of Mashhad and Islamic Azad University and approved by them. In this research, Cronbach’s alpha was 0.88, overall, demonstrating reliability in general (Li et al., 2017).
Table 1 Four types of achievement goals. Achievement goal
Facet
A number of related questions
1. Mastery goals
Task involvement Effort Competition Social power Affiliation Concern Token Praise
1-4 5-11 12-17 18-23 24-26 27-31 32-36 37-43
2. Performance goals 3. Social goals 4. Extrinsic goals
4
Learning and Motivation 68 (2019) 101592
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Table 2 Tests of Between-Subjects Effects (Homogeneity of regression slopes). Component
Source
Achievement motivation Mastery goals Performance goals Social goals Extrinsic goals
Group Group Group Group Group
* * * * *
Pretest Pretest Pretest Pretest Pretest
Type III Sum of Squares
df
Mean Square
F
Significance
Effect sizes
Statistical power
0.61 18.20 1.39 1.50 0.84
1 1 1 1 1
0.61 18.20 1.39 1.50 0.84
1.139 0.71 2.38 1.09 0.085
0.29 0.40 0.13 0.30 0.77
0.81 0.79 0.72 0.73 0.76
1 1 1 1 1
5. Data analysis In the descriptive statistics section, the mean, standard deviation, and distribution tables were used and the inferential statistics section, the covariance analysis test (MANCOVA) was used to test the research hypotheses and data analysis. We performed all tests at a significant level (P ≥ 0.05) using SPSS software. 6. Results The results on the hypothesis that “the impact of Game-Based Learnings on Elementary School Students’ achievement (and its components) in elementary students” has presented in following. The Kolmogorov-Smirnov test was used to test the distribution of variables. According to the covariance analysis test, the homogeneity of the slope of the regression is first examined and the results are presented in Table 2. Fisher test statistics related to the interactions between the pre-test auxiliary variables and the qualitative variables of the training group (experimental group and control group) with the achievement motivation of 1.139, Mastery goals 0.711, Performance goals 2.384, Social goals 1.09 and final Extrinsic goals are 0.085, all of which are greater than 0.05. Therefore, it can be concluded that the combined effects of the pre-test variable and the group are not significant. Therefore, the regression homogeneity slope is not rejected and the interaction between the auxiliary random variables and independent variables is not significant. In the next step, the same prerequisite for univariate variances was investigated in the covariance test using Levene’s test (Table 3). The significant levels got for the calculated Levene’s statistics show that the significance level of this test is over 0.05, so the same prerequisite is for the variances (P > 0.05). Main hypothesis: Computer educational games have an impact on the academic achievement motivation of elementary students. Table 4, describes tests of Between-Subjects effects. The results of Table 4 on achievement motivation indicate that the auxiliary random variable (F = 24.536) in the fatal level (p ≤ 0 / 01) is significantly related to the dependent variable. After changing the pre-test scores, there was no significant difference between the subjects (F (57, 1) = 125.020, p ≤ 0.01, partial η = 0/727) about the academic achievement motivation. Investigating the moderated average scores shows that the experimental group (the group receiving computer training) has significantly higher scores than the control group (traditional method). Based on Table 4, the amount of F calculated for the experimental factor was 125.02 which is meaningful (P < 0.001). It means that after fixing the effect of pre-test in developing scores of learning factor, there is a meaningful difference between the average of the experimental group and witness group in post-test. Table 5 presents descriptive indicators of academic achievement motivation with its subscales in two stages: pre-test and post-test, and indifferent testing and control. Based on these indicators, there are some differences between the experimental and control groups on the dependent variables of the research. The results of Tables 5 and 6 on the performance show that the random variable is significantly related to the dependent variable at the fatal level (p ≤ 0.05). For all components, the average moderate scores show that the experimental group (the group that received the computer-based educational game) from the control group (the traditional method) has significantly higher scores (Table 7). 7. Discussion We conducted the present study to investigate the effectiveness of Game-Based Learnings on Elementary School Students’ achievement motivation. Computer teaching games have been effective in improving the academic achievement motivation of elementary school students. It has shown these results to be consistent with the studies of Franklins et al. (2003). According to their research, we found it that computer games increase attention and focus on reading and writing skills, facilitate student learning, and Table 3 Levene's test of the equivalent of error variances related to research variables. Indicators
Levene's F
Df1
Df2
Significance
Achievement motivation Mastery goals Performance goals Social goals Extrinsic goals
0.265 3.010 1.38 2.17 1.21
1 1 1 1 1
58 58 58 58 58
0.609 0.071 0.191 0.097 0.211
5
Learning and Motivation 68 (2019) 101592
T. Partovi and M.R. Razavi
Table 4 Covariance analysis results of using Game-Based Learnings. Component
Source
Type III Sum of Squares
df
Mean Square
F
Significance
Eta Coefficient (η)
Achievement motivation
Pre-test Experimental
339.315 1728.799
1 1
339.315 1728.799
24.536 125.02
0.000 0.000
0.343 0.727
Table 5 Descriptive indexes on the pre-test and post-test scores of academic achievement motivation. Group
Mean
Control (N = 30) Experimental (N = 30)
SD
18.10 19.42
95 % confidence interval
0.749 0.749
Lower Bound
Lower Bound
8.41 20.33
11.42 23.35
Table 6 Tests of Between-Subjects Effects (Pretest-Experimental Group). Component
Sub- Component
Mastery Mastery
Task involvement Effort
Performance Performance
Competition Social power
Social Social
Affiliation Concern
Extrinsic Extrinsic
Token Praise
Source Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental
group group group group group group group group group group group group
F
Significance
Eta Coefficient (η)
11.65 112.12 24.536 1250.02 1.347 133.479 11.25 114.281 10.104 99.89 8.58 118.95 9.52 25.25 8.32 23.21 7.12 26.52 9.63 24.23 8.21 25.25 9.32 27.27
0.001 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000
0.199 0.705 0.343 0.727 0.065 0.740 0.201 0.605 0.312 0.602 0.125 0.721 0.199 0.201 0.031 0.190 0.121 0.100 0.201 0.200 0.199 0.165 0.147 0.187
bring active participation of students in the classroom. Also, as the results of the present study showed, at the end of the study, students who used computer games had more academic motivation than those trained in the traditional way. Also, the results of this group have been dramatically higher than before, which shows the impact of the games category and, in particular, computer games on students’ education. This was in line with the researches of Van Eck (2006); Sung et al. (2012); Choi et al. (2013); Balat, Dağal, and Kanburoğlu (2015), and Trajkovik et al. (2018). Also, Mahmoudi, Koushafar, Amani Saribagloo, and Pashavi (2015) found that computer games can be used as training aid alongside teacher training. Kaçar and Doğan compared general education and GameBased Learning education methods on the development of the concepts of numbers and shapes with six-year-old children and they found out that children who had Game-Based Learning education were more successful in concept development. Findings of this study demonstrate that properly used Game-Based Learnings are effective tools on Elementary School Students’ achievement motivation (Chua, 2005; Rastegar pour & Marashi, 2012). Traditional classrooms are inactive. Game-Based Learnings are influential in the learning of abstract concepts, are enjoyable, and allow the students to benefit from the experience of other classmates. Also, with characteristics such as being interesting, exciting and emotionally stimulating, and considering the joy of learning concepts in GameBased Learnings (Grimley et al., 2011), Game-Based Learnings can be quite effective in increasing the level of motivation and emotional stimulation of students (Mahmoudi et al., 2015). Considering the capabilities of computer training games that children’s challenges can be incorporated into simple and complex levels and stages, we can use them as new opportunities (Lou, Abrami, & Apollonia, 2012). Flexible thinking designs new patterns of thinking. The structure of Game-Based Learnings is highly flexible and places users in different situations because of the non-linear organization. This kind of educational design has a positive effect on the flexibility component. Learners in computer games are often exposed to different options to choose, each of these milestones 6
Learning and Motivation 68 (2019) 101592
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Table 7 Tests of Between-Subjects Effects (Control-Experimental Group). Component
Sub- Component
Mastery Mastery
Task involvement Effort
Performance Performance
Competition Social power
Social Social
Affiliation Concern
Extrinsic Extrinsic
Token Praise
Source
Control Experimental Control Experimental Control Experimental Control Experimental Pretest Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental
Mean
25.23 45.81 15.32 19.54 9.54 25.84 22.85 42.15 9.32 19.21 12.24 21.85 22.27 41.12 9.54 18.21 11.35 22.85 22.65 41.41 9.52 19.27 11.32 22.41
group group group group group group group group group group group group
SD
1.203 1.203 0.342 0.342 0.749 0.749 1.32 0.91 0.721 0.521 0.632 0.871 1.23 0.92 0.721 0.821 0.234 0.231 1.58 0.41 0.862 0.729 0.233 0.238
95 % confidence interval Lower Bound
Lower Bound
22.80 43.39 12.25 13.25 8.41 20.33 22.52 41.52 5.51 3.25 8.41 20.33 21.25 40.52 5.52 13.25 8.31 20.21 21.26 40.52 5.98 13.25 8.31 20.22
27.64 48.23 16.84 21.84 11.42 27.35 27.21 48.21 10.84 5.84 11.42 23.35 27.23 48.00 10.89 20.84 11.99 23.34 27.37 48.06 10.26 20.89 11.89 23.35
somehow requiring innovation and initiative. Many of these games at advanced levels will put users in challenging situations to innovate and create new ones they have not encountered before. In fact, computer-based games, while using the motivational features of computer games and enjoying the rules and principles of learning, can contribute to the enhancement of academic achievement motivation and creativity and its components. Thus, they can afford their homework and learning challenges well and enthusiastically. We can say that game with abilities such as personalizing education and adjusting the education with the needs and properties of learners, making motivation, attention developing, as a reward and outer reinforcement are used for these people.
8. Conclusion The current study aimed to investigate the Effect of Game-Based Learning on Academic Achievement Motivation of Elementary School Students. The findings indicated that those students playing instructional computer games significantly had better academic achievement and better attitude towards science learning than students who were trained through the traditional method, P < 0/ 001. This implying that proper design of educational computer game based on learning styles is helpful to students in promoting their motivation and learning achievement. Therefore, educational Game-Based Learning can be used to increase the students’ creativity according to the situation and school condition and finally, the use of instructional and educational Game-Based Learning is recommended in teaching science. Game-Based Learnings endorsed active learning, concentration, and utilization of trial and error. A well-developed Game-Based Learning, in addition to its potential for learning and entertainment, can promote interaction between peers. Game-Based Learnings have the potential to change the landscape of education as it exists. Game-Based Learnings could move our system of education beyond the traditional disciplines, and towards a new model of meaningful learning. Game-Based Learnings in the classroom would definitely make students more engaged in their learning. Success in this area depends on how Game-Based Learnings are used. Game-Based Learnings had a significant role in the learning of abstract concepts and the Elementary School Students’ achievement motivation was facilitated through creating excitement and joy, as well as interaction amongst students. According to the results, the necessity of using computer-based games in elementary school students are felt. Therefore, it is necessary to find a more suitable place in the teachers’ daily lesson plan. The results can be beneficial for educators, instructional and game designers and researchers from implementation, design and research perspectives, respectively. We suggest it use Game-Based Learnings in other lessons of Elementary School Students and to use the technologies and facilities of educational technologies in all the school subjects in education levels. Since it considers creativity a very important factor of children, this research is re-tested on the agenda of creativity rather than the motivation for advancement. Moreover, Elementary School Students practitioners should improve themselves in Game-Based Learnings and they should be able to maximize their use of education technologies. The results showed that students who performed computer games played a significant role in gaining higher ability than those trained in the traditional way. Also, the findings indicated that that computer educational games with flexible, competitive, rich and attractive content provided the conditions that students learn through their activities and direct their minds through the behavior in which they take part actively. In fact, educational activities are roaming around students around education. This attribute has made the teaching 7
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provided through these games a student-centered nature. Considering that one of the main goals of education in modern education systems is to move from teacher-centered to student orientation, the result can be the help of officials of the education system of Iran for this purpose and the production of student orientation education programs. One of the important implications of this research can be to encourage families of students to use computer-based educational games to effectively achieve educational goals. This will encourage more family-friendly products from computer-generated educational games, and thus the producers of these games encourage the continuation of their activities to enhance the quality of these games under the educational needs of students. The results of this study can be beneficial for educators, instructional and game designers and researchers from implementation, design and research perspectives, respectively. Expanding the transfer of learning activities and academic content through computer-based educational games to students will create a better interaction between learning content and students and encourage them to engage in learning activities. The statistical population of this study is all elementary students. Therefore, the results can only be generalized to them, and we cannot generalize them to students of other sections. Obstacles to using computer games should be eliminated as much as possible. These barriers can include lack of preparation time, poor technical support, outdated technology, and lack of cooperation due to the rigid and rigid structure of instruction in the formal system of education. It is also suggested that justification classes be held to encourage parents and teachers to participate in this process, to increase their awareness of the development goals of computer games. It is suggested that the balance between the roles that students play in the process of computer games and their abilities be more carefully considered. This proportion enables the active participation of students in these games. The insistence on transferring academic content to the game text should not diminish the excitement of these games. Teachers should also consider the gender characteristics of students in selecting computer-based educational games. Computer learning games seem to provide powerful and always clear forms of evaluation in which all actions, interactions, successes, and failures can be continuously tracked and recorded. This creates a lot of data that, if properly analyzed, allows educators to make important inferences about learners' abilities, needs, and potentials. One of the most important things about using computer games in elementary education was that students had to choose rules through trial and error and hypothesis testing rather than pre-training. This makes them a powerful source of cognitive learning and skill acquisition. Students must understand what the symbols and symbols on the page represent and how they behave during play. As such, computer games encourage a style of thinking that is similar to the kind of inductive reasoning that scientists use when considering a new topic. So far, little research has been done in Iran on the impact of computer games on student learning. Correlation research has often been used in research and the relationship between the use of computerized educational games and different components of student learning has been studied. Whereas, in the present study, for the first time in Iran a semi-experimental research method was used in Iran to study the impact of the Misha and Kosha computerized educational game on students' academic achievement including ability to acquire ability (willingness to do homework and willingness to strive), performance (amount of competition and reputation), social goals (social dependency and altruism) and finally external goals (encouragement and reward) has been studied. Acknowledgment We appreciate all the elementary school students of Mashhad seven regions who helped us in this research. Appendix A. Supplementary data Supplementary material related to this article can be found, in the online version, at doi:https://doi.org/10.1016/j.lmot.2019. 101592. References Acar, J. C. (2010). Exploring the relationship between schizophrenia. Affective Illness, and Creativity. N/A. Alexander, P. A., Murphy, P. K., Woods, B. S., Duhon, K. E., & Parker, D. (1997). 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Validating the inventory of school Motivation with Mainland Chinese students. Frontiers in Education, 2(25), 1–11. https://doi.org/10.3389/feduc.2017.00025. Lou, Y., Abrami, P. C., & Apollonia, S. (2012). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71(3), 449–521. https://doi.org/10.3102/00346543071003449. Mahmoudi, H., Koushafar, M., Amani Saribagloo, J., & Pashavi, G. (2015). The effect of computer games on speed, attention, and consistency of learning mathematics among students. Procedia - Social and Behavioral Sciences, 176, 419–424. https://doi.org/10.1016/j.sbspro.2015.01.491. McHoskey, J. W. (1999). Machiavellianism, intrinsic versus extrinsic goals, and social interest: A self-determination theory analysis. Motivation and Emotion, 23(4), 267–268. https://doi.org/10.1023/A:1021338809469. McInerney, D. M., & Sinclair, K. E. (1992). Dimensions of school motivation: A cross-cultural validation study. 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Contents lists available at ScienceDirect
Learning and Motivation journal homepage: www.elsevier.com/locate/l&m
The effect of game-based learning on academic achievement motivation of elementary school students
T
Tahereh Partovi, Majid Reza Razavi* Department of Educational Sciences, Taybad Branch, Islamic Azad University, Taybad, Iran
A R T IC LE I N F O
ABS TRA CT
Keywords: Game-Based learning Academic achievement motivation Elementary school students Inventory of school motivation (ISM)
Game-Based Learning is widespread among elementary school students. Consequences in academic achievement motivation have been studied frequently. The aim of this study was to test the effectiveness of the Game-Based Learnings on the academic achievement motivation of the elementary school students. We used from a field method to collect the required data and complete the standard questionnaire. The study is a semi-experimental design with pretest-posttest design with the control group. The statistical population was 256,836 students of the first grade of elementary school students in the 2016-17 academic year. Sixty students (32 males and 28 females) were selected through a purposive method. Then, the subjects of the study were randomly allocated to the control and experimental groups, and a pre-test was performed from both groups. The experimental group was exposed to Misha and Kosha Game-Based Learnings, while we implemented the conventional teaching method to the control group. The measuring tool was the Inventory of School Motivation (ISM) questionnaire. The test has sufficient validity and reliability (α = 0.84). The covariance analysis test (MANCOVA) revealed that the experimental group had significantly higher scores for academic achievement motivation than the control group. Also, the results showed that the computer educational game impacted academic achievement motivation of elementary students. According to the results, the necessity of using computer-based games in elementary school students is felt. Therefore, it is necessary to find a more suitable place in the teachers' daily lesson plan. The results can be good for educators, instructional and game designers and researchers from implementation, design and research perspectives, respectively.
1. Introduction Motivation as a key to successful academic performance, is an inherent phenomenon that is influenced by the four factors, the situation (environment and external stimuli), temperament (state and the internal state of the organism), the goal (goal of behavior, purpose, and direction), and the instrument (a tool for achieving the goal). Most of the reviews show that there is a strong correlation between motivation as a crucial catalyst for learning success and academic achievement (Henderlong Corpus, McClintic-Gilbert, & Hayenga, 2009; Jurisevic, Glazar, Pucko, & Devetak, 2008). Achievement goals are competence-based aims that individuals target in evaluative settings. Originally, four distinctive achievement goals were identified based on the definition of personal competence: task (mastery), ego (performance), social and extrinsic goals (Dweck & Leggett, 1988). Specifically, mastery goals reflect perceived competence in terms of absolute evaluative standards or task mastery. Performance goals reflect competence perception relative to the performance of others. Mastery goal comprises choosing challenging tasks, using adaptive learning strategies, seeking help when
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Corresponding author. E-mail address: [email protected] (M.R. Razavi).
https://doi.org/10.1016/j.lmot.2019.101592 Received 1 June 2019; Received in revised form 27 August 2019; Accepted 27 August 2019 0023-9690/ © 2019 Elsevier Inc. All rights reserved.
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needed, having a positive attitude towards the task, and the classroom environment, effort and persistent while studying (Ames, 1992; Elliot, 2005). Performance goal comprises anxiety, disorganized, superficial learning habits, low exam performance, avoid engaging actively in task requirements, view that success is indicated by outperforming others, surpassing normative standards, or looking smart (Ames, 1992). These goals orientations determine different consequences in an achievement context. Extrinsic goals involve behavior that is experienced as externally controlled. Social goals are those goals which ultimately gets you involve with some social work (McHoskey, 1999). Academic motivation refers to the required stimulation to do the assignments, to achieve the goals or to acquire a certain degree of competence in one’s work, and to gain academic achievement consequently. In addition to academic motivation, which is a key factor in students’ schooling, achievement motivation is another major element related to the students’ education. Achievement motivation can be defined as a person’s desire to achieve goals according to a set of standards. It has been frequently observed that students are quite similar in terms of learning ability and talent (Khamoushi, Parsa Moghaddam, Sadeghi, Parvizifard, & Ahmadzadeh, 2014). With this motivation, students will have the mobility necessary to complete homework, to achieve success in learning and academic achievement motivation (Ke, 2008). From the educational point of view, motivation has a multidimensional (three-dimensional) structure that is related to learning and academic achievement motivation and includes the beliefs about the ability to perform the desired activity, the reasons or goals of the individual to carry out that activity, and the emotional response associated with that activity (Alexander, Murphy, Woods, Duhon, & Parker, 1997). Students' academic achievement motivation is one of the important indicators in the evaluation of education. Academic achievement motivation is the internal force that leads the learner to a comprehensive assessment of his performance regarding the highest standards, the effort to succeed in performance, and the enjoyment that delivers successfully in performance (Sansone & Smith, 2000; Scott, 2001). The academic achievement motivation, through its impact on different academic activities refers to the individual's desire to achieve academic goals. It associates educational motivation with specific goals, specific attitudes, and beliefs approach achieving and endeavor of the individual. Regarding the benefits of motivating games, many coaches have suggested that games are effective in boosting students' performance, as they activate students in the learning process (Kelin, 2005). Teachers of this a foundation must be fluent in all techniques and methods of teaching, and in this way, because of the little age of the students, the content of the education must be such that they do not face them with difficulty and mental fatigue. To achieve these goals, it is necessary to design a model for game-based learning, especially computer games, to promote students' learning in the technology, slight of the day, i.e. a computer, to achieve the goals to facilitate the learning of students in the education system to achieve its goals. Computer games can also be effective in their health, while they can be harmful to children, provided that it offers them in their appropriate age groups, and even in organized environments, this can lead to their growth and academic achievement motivation. In the present society of our country, because of the impact of technology, it questions that if these games take on a more organized and scientific-educational form of preserving the attractiveness of other games, does it have an effect on the academic achievement motivation of Elementary School Students? According to the above, the main issue of this research is how do computer games affect the academic achievement motivation of Elementary School Students? Therefore, the study examines the impact of computer games on the motivation of academic achievement motivation among elementary school students. Game-Based Learning involving the games in the educational process, aiming to enhance learning activities (Trajkovik, Malinovski, Vasileva-Stojanovska, & Vasileva, 2018). Nowadays, students are very interested in computers. This is an opportunity to use these instruments to achieve educational and instructional objectives (Sayan, 2015). Recent studies of many educators have considered Game-Based Learning as an educational tool to speed up the academic achievement motivation of elementary school students (Choi, Huang, Jeffrey, & Baek, 2013; Sung, Hwang, Hung, & Huang, 2012; Van Eck, 2006). In contrast, based on the results of some studies, these computer games are mostly harmful (Anderson & Karen, 2002; Durkin & Barber, 2002). Kebritchi, Hirumi, and Bai (2010) found an important promotion in computer game-based mathematics learning students. Rastegar pour and Marashi (2012) investigated the effect of computer games on learning in high school students and found that game playing had a significant role in learning by creating excitement and joy. Overall, there is a scarcity of scientific research in Iran. Despite the research evidence, some studies showed that Game-Based Learning had no effect on the academic performance of users (Kaplan, 2010; Sayan, 2015). Different research studies emphasize the differentiation of students’ motivational orientation in different situations (Çankaya & Karamete, 2009; Grimley, Green, Nilsen, Thompson, & Tomes, 2011; Rabkin & Redmond, 2006). Levine has identified academic achievement motivation as the highest learning pathway. Since the early 1990s, computer games have been used as the main part of leisure time. The computer game improves the visualization of space and improves subjective abstract skills of the subjects (Squick, 2006). The results of a study by Eowa, Wan Ali, Mahmud, and Baki (2010), showed that creativity, self-esteem, awareness, and imagination have increased in students taking part by using computer games. According to Franklins, Peat, and Lewis (2003), educational games can facilitate student learning and lead to the active participation of students in the classroom. Students who have been involved in classroom and laboratory computer games have greater motivation and academic achievement motivation than control groups (Kebritchi, 2009; Kebritchi et al., 2010). Researches of Caller et al. (2007), shows that the high intelligence and normal students, have significant differences in terms of motivational beliefs and applying self-regulation strategies so that the high level of internal motivation leads to higher performance in math performance. Tuzun, Yilmaz-Soylu, Karakus, Inal, and Kizilkaya (2009) concluded that student learning was more effective, and they had more internal motivation to learn. Findings of Acar (2010), showed that there is a positive and significant relationship between self-regulation learning strategies and motivational strategies for learning with the academic achievement motivation of students. Students who have self-regulation strategies and motivation strategies for learning have more academic achievement motivation. The results of Sinha and Mido (2010) showed that students who speak the English language and have used computer games, compared to students who did not use games, had a better operation in mathematics. Most experimental research on Game-Based Learning has shown that digital games as a learning environment lead to increases in both student interest and learning (Cordova & Lepper, 1996; Heidi, 2000). Cassell and Ryokai (2001) believes that Game2
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Based Learning fosters children’s cognitive and language skills. Antovan & Belz focused on the effect of the Game-Based Learnings on learning, retention, and academic achievement motivation in mentally retarded students. The results showed that the mathematical Game-Based Learning in the concept of addition and subtraction increases the learning and motivation of academic achievement motivation of students with mental retardation in mathematics. Gioia Chilton (2007) has conducted research on the role of computer animation on academic achievement motivation with regard to students’ mathematical pre-knowledge. The results showed that the teaching method based on a computer game (animation, gameplay for teaching equations and coordinate axes), due to the mathematical history and language, increases the academic achievement motivation. Balat, Dağal & Kanburoğlu investigated the effectiveness of computer-aided education in making 48–60 months children and evaluated the results of the study as positive. Review of literature shows that most research is about the use of computer games at leisure or the discussion of computer game pathology. The most important issue that has been underestimated is whether these computer games will cause promotion in students’ academic achievement motivation intrinsically? Therefore, it seems necessary to investigate the effectiveness of Game-Based Learnings. The aim of this study was to evaluate the effectiveness of Game-Based Learnings on Elementary School Students’ achievement. Also, according to the research literature, it is essential to study the effect of computer teaching games on the students’ academic achievement motivation in the educational system of Iran. In line with the presentations, this research seeks to examine the following hypotheses: Main hypothesis: Computer educational games have an impact on the academic achievement motivation of elementary students. Alternative hypothesis: Computer educational games have an impact on the Mastery, Performance, Social and Extrinsic goals of elementary students. 2. Method Regarding the basic strategy, the method of the research was quantitative. Regarding the executive strategy, it was survey research; and regarding the analytical techniques, it was semi-experimental research. The research design is an unequal sample size design. In this research, it was used from a field method to collect the required information and complete the standard quality questionnaires. This applied objectives and semi-experimental we conducted the method using a pretest-posttest and the control group. The present study was a semi-experimental study in which pretest-posttest with the control group was utilized. After the random replacement of patients in the experimental group (intervention) and the control group, we performed a pretest. The experimental group, along with a common teaching method, received Game-Based Learning for three months, but the students in the control group received only a common teaching method in this period. Students in both groups responded to the ISM scale before intervention (pretest) and immediately after intervention (posttest). Game-based learning will enable students to take ownership of their learning experience and connect with information in a way that traditional methods simply cannot. Participants were asked to play the game for one hour a week for up to three months. With the experimental group, we implemented Misha and Kosha educational games software. This software includes all elementary multimedia tutorials, including Persian, Math, and Elementary Science courses delivered by leading country teachers under the latest textbook variations, with the possibility of dictation and repetition of previous dictations, and it displaying and presenting Persian poems as happy and engaging songs and teaching comprehensive concepts of science through animation and virtual labs and conceptual solution and step-by-step guidance for solving mathematical problems by teachers and solving exercises by students and correcting it by the software tool. 3. Participants The statistical population was 256,836 students of the first grade of elementary school students in the 2016-17 academic year. We selected 60 (32 males and 28 females) students through a simple purposive sampling method. After the random replacement of students in the experimental group (intervention) and the control group, a pretest was performed. The experimental group, along with common teaching method, received Misha and Kisha computer games. But the students in the control group received only the common teaching method in this period (Fig. 1). 4. Procedures The standard questionnaire was distributed among the students to examine the motivation for progress. The distribution of the questionnaire in the experimental group was as follows: the questionnaire was given to the students once before being exposed to the computer game (pre-test) and then once thereafter (post-test). Then, the results were evaluated in the experimental group before and after (pre-test and post-test), and the results were compared with the control group. The way to collect information about the amount of motivation was to use a questionnaire. After many studies and interviews with individuals and experts, we used the standard questionnaire for the study. This questionnaire comprises two parts: 1 General and demographic Questions: The goal is to collect general and demographic information from the respondents. This section contains four questions and includes topics such as gender and age, and education. 2 The Inventory of School Motivation scale (ISM): The measuring tools were the Inventory of School Motivation (ISM) questionnaire (Li et al., 2017). The ISM measures school motivation and was designed to enable cross-cultural comparisons in school motivation 3
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Fig. 1. Flowchart of the study sampling process.
(McInerney & Sinclair, 1992). Development of the instrument was grounded in personal investment theory, which has been shown to accurately tap the achievement goal constructs hypothesized by the theory. The questionnaire comprises of 43 questions (King, Ganotice, & Watkins, 2012) that measures four high-level achievement goals and eight target functions: mastery, performance, social, and extrinsic goals. Each of these four high-level goals is divided into two sub-goals: Mastery goal (Choosing challenging tasks, Using adaptive learning strategies, Seeking help when needed, Having a positive attitude towards task, and the classroom environment, Effort and persistent while studying; Ames, 1992; Elliot, 2005), Performance goal (Anxiety, Disorganized, Superficial learning habits, Low exam performance, Avoid engaging actively in task requirements, View that success is indicated by outperforming others, surpassing normative standards, or looking smart; Ames, 1992), Social goal (Affiliation and Concern) and Extrinsic goal (Token and Praise). It is rated on a 5-point Likert scale with 1 as “strongly disagree” and 5 as “strongly agree.” Higher scores would entail a greater endorsement of the relevant construct (King et al., 2012). Table 1 presents four types of achievement goals. Because of the standardization of the questionnaire and the fact that different people have used it (King et al., 2012) and, according to them, it has desirable reliability; it confirms its validity. But according to the research, the questionnaire was visited by several professors at the Ferdowsi University of Mashhad and Islamic Azad University and approved by them. In this research, Cronbach’s alpha was 0.88, overall, demonstrating reliability in general (Li et al., 2017).
Table 1 Four types of achievement goals. Achievement goal
Facet
A number of related questions
1. Mastery goals
Task involvement Effort Competition Social power Affiliation Concern Token Praise
1-4 5-11 12-17 18-23 24-26 27-31 32-36 37-43
2. Performance goals 3. Social goals 4. Extrinsic goals
4
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Table 2 Tests of Between-Subjects Effects (Homogeneity of regression slopes). Component
Source
Achievement motivation Mastery goals Performance goals Social goals Extrinsic goals
Group Group Group Group Group
* * * * *
Pretest Pretest Pretest Pretest Pretest
Type III Sum of Squares
df
Mean Square
F
Significance
Effect sizes
Statistical power
0.61 18.20 1.39 1.50 0.84
1 1 1 1 1
0.61 18.20 1.39 1.50 0.84
1.139 0.71 2.38 1.09 0.085
0.29 0.40 0.13 0.30 0.77
0.81 0.79 0.72 0.73 0.76
1 1 1 1 1
5. Data analysis In the descriptive statistics section, the mean, standard deviation, and distribution tables were used and the inferential statistics section, the covariance analysis test (MANCOVA) was used to test the research hypotheses and data analysis. We performed all tests at a significant level (P ≥ 0.05) using SPSS software. 6. Results The results on the hypothesis that “the impact of Game-Based Learnings on Elementary School Students’ achievement (and its components) in elementary students” has presented in following. The Kolmogorov-Smirnov test was used to test the distribution of variables. According to the covariance analysis test, the homogeneity of the slope of the regression is first examined and the results are presented in Table 2. Fisher test statistics related to the interactions between the pre-test auxiliary variables and the qualitative variables of the training group (experimental group and control group) with the achievement motivation of 1.139, Mastery goals 0.711, Performance goals 2.384, Social goals 1.09 and final Extrinsic goals are 0.085, all of which are greater than 0.05. Therefore, it can be concluded that the combined effects of the pre-test variable and the group are not significant. Therefore, the regression homogeneity slope is not rejected and the interaction between the auxiliary random variables and independent variables is not significant. In the next step, the same prerequisite for univariate variances was investigated in the covariance test using Levene’s test (Table 3). The significant levels got for the calculated Levene’s statistics show that the significance level of this test is over 0.05, so the same prerequisite is for the variances (P > 0.05). Main hypothesis: Computer educational games have an impact on the academic achievement motivation of elementary students. Table 4, describes tests of Between-Subjects effects. The results of Table 4 on achievement motivation indicate that the auxiliary random variable (F = 24.536) in the fatal level (p ≤ 0 / 01) is significantly related to the dependent variable. After changing the pre-test scores, there was no significant difference between the subjects (F (57, 1) = 125.020, p ≤ 0.01, partial η = 0/727) about the academic achievement motivation. Investigating the moderated average scores shows that the experimental group (the group receiving computer training) has significantly higher scores than the control group (traditional method). Based on Table 4, the amount of F calculated for the experimental factor was 125.02 which is meaningful (P < 0.001). It means that after fixing the effect of pre-test in developing scores of learning factor, there is a meaningful difference between the average of the experimental group and witness group in post-test. Table 5 presents descriptive indicators of academic achievement motivation with its subscales in two stages: pre-test and post-test, and indifferent testing and control. Based on these indicators, there are some differences between the experimental and control groups on the dependent variables of the research. The results of Tables 5 and 6 on the performance show that the random variable is significantly related to the dependent variable at the fatal level (p ≤ 0.05). For all components, the average moderate scores show that the experimental group (the group that received the computer-based educational game) from the control group (the traditional method) has significantly higher scores (Table 7). 7. Discussion We conducted the present study to investigate the effectiveness of Game-Based Learnings on Elementary School Students’ achievement motivation. Computer teaching games have been effective in improving the academic achievement motivation of elementary school students. It has shown these results to be consistent with the studies of Franklins et al. (2003). According to their research, we found it that computer games increase attention and focus on reading and writing skills, facilitate student learning, and Table 3 Levene's test of the equivalent of error variances related to research variables. Indicators
Levene's F
Df1
Df2
Significance
Achievement motivation Mastery goals Performance goals Social goals Extrinsic goals
0.265 3.010 1.38 2.17 1.21
1 1 1 1 1
58 58 58 58 58
0.609 0.071 0.191 0.097 0.211
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T. Partovi and M.R. Razavi
Table 4 Covariance analysis results of using Game-Based Learnings. Component
Source
Type III Sum of Squares
df
Mean Square
F
Significance
Eta Coefficient (η)
Achievement motivation
Pre-test Experimental
339.315 1728.799
1 1
339.315 1728.799
24.536 125.02
0.000 0.000
0.343 0.727
Table 5 Descriptive indexes on the pre-test and post-test scores of academic achievement motivation. Group
Mean
Control (N = 30) Experimental (N = 30)
SD
18.10 19.42
95 % confidence interval
0.749 0.749
Lower Bound
Lower Bound
8.41 20.33
11.42 23.35
Table 6 Tests of Between-Subjects Effects (Pretest-Experimental Group). Component
Sub- Component
Mastery Mastery
Task involvement Effort
Performance Performance
Competition Social power
Social Social
Affiliation Concern
Extrinsic Extrinsic
Token Praise
Source Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental Pretest Experimental
group group group group group group group group group group group group
F
Significance
Eta Coefficient (η)
11.65 112.12 24.536 1250.02 1.347 133.479 11.25 114.281 10.104 99.89 8.58 118.95 9.52 25.25 8.32 23.21 7.12 26.52 9.63 24.23 8.21 25.25 9.32 27.27
0.001 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000
0.199 0.705 0.343 0.727 0.065 0.740 0.201 0.605 0.312 0.602 0.125 0.721 0.199 0.201 0.031 0.190 0.121 0.100 0.201 0.200 0.199 0.165 0.147 0.187
bring active participation of students in the classroom. Also, as the results of the present study showed, at the end of the study, students who used computer games had more academic motivation than those trained in the traditional way. Also, the results of this group have been dramatically higher than before, which shows the impact of the games category and, in particular, computer games on students’ education. This was in line with the researches of Van Eck (2006); Sung et al. (2012); Choi et al. (2013); Balat, Dağal, and Kanburoğlu (2015), and Trajkovik et al. (2018). Also, Mahmoudi, Koushafar, Amani Saribagloo, and Pashavi (2015) found that computer games can be used as training aid alongside teacher training. Kaçar and Doğan compared general education and GameBased Learning education methods on the development of the concepts of numbers and shapes with six-year-old children and they found out that children who had Game-Based Learning education were more successful in concept development. Findings of this study demonstrate that properly used Game-Based Learnings are effective tools on Elementary School Students’ achievement motivation (Chua, 2005; Rastegar pour & Marashi, 2012). Traditional classrooms are inactive. Game-Based Learnings are influential in the learning of abstract concepts, are enjoyable, and allow the students to benefit from the experience of other classmates. Also, with characteristics such as being interesting, exciting and emotionally stimulating, and considering the joy of learning concepts in GameBased Learnings (Grimley et al., 2011), Game-Based Learnings can be quite effective in increasing the level of motivation and emotional stimulation of students (Mahmoudi et al., 2015). Considering the capabilities of computer training games that children’s challenges can be incorporated into simple and complex levels and stages, we can use them as new opportunities (Lou, Abrami, & Apollonia, 2012). Flexible thinking designs new patterns of thinking. The structure of Game-Based Learnings is highly flexible and places users in different situations because of the non-linear organization. This kind of educational design has a positive effect on the flexibility component. Learners in computer games are often exposed to different options to choose, each of these milestones 6
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Table 7 Tests of Between-Subjects Effects (Control-Experimental Group). Component
Sub- Component
Mastery Mastery
Task involvement Effort
Performance Performance
Competition Social power
Social Social
Affiliation Concern
Extrinsic Extrinsic
Token Praise
Source
Control Experimental Control Experimental Control Experimental Control Experimental Pretest Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental Control Experimental
Mean
25.23 45.81 15.32 19.54 9.54 25.84 22.85 42.15 9.32 19.21 12.24 21.85 22.27 41.12 9.54 18.21 11.35 22.85 22.65 41.41 9.52 19.27 11.32 22.41
group group group group group group group group group group group group
SD
1.203 1.203 0.342 0.342 0.749 0.749 1.32 0.91 0.721 0.521 0.632 0.871 1.23 0.92 0.721 0.821 0.234 0.231 1.58 0.41 0.862 0.729 0.233 0.238
95 % confidence interval Lower Bound
Lower Bound
22.80 43.39 12.25 13.25 8.41 20.33 22.52 41.52 5.51 3.25 8.41 20.33 21.25 40.52 5.52 13.25 8.31 20.21 21.26 40.52 5.98 13.25 8.31 20.22
27.64 48.23 16.84 21.84 11.42 27.35 27.21 48.21 10.84 5.84 11.42 23.35 27.23 48.00 10.89 20.84 11.99 23.34 27.37 48.06 10.26 20.89 11.89 23.35
somehow requiring innovation and initiative. Many of these games at advanced levels will put users in challenging situations to innovate and create new ones they have not encountered before. In fact, computer-based games, while using the motivational features of computer games and enjoying the rules and principles of learning, can contribute to the enhancement of academic achievement motivation and creativity and its components. Thus, they can afford their homework and learning challenges well and enthusiastically. We can say that game with abilities such as personalizing education and adjusting the education with the needs and properties of learners, making motivation, attention developing, as a reward and outer reinforcement are used for these people.
8. Conclusion The current study aimed to investigate the Effect of Game-Based Learning on Academic Achievement Motivation of Elementary School Students. The findings indicated that those students playing instructional computer games significantly had better academic achievement and better attitude towards science learning than students who were trained through the traditional method, P < 0/ 001. This implying that proper design of educational computer game based on learning styles is helpful to students in promoting their motivation and learning achievement. Therefore, educational Game-Based Learning can be used to increase the students’ creativity according to the situation and school condition and finally, the use of instructional and educational Game-Based Learning is recommended in teaching science. Game-Based Learnings endorsed active learning, concentration, and utilization of trial and error. A well-developed Game-Based Learning, in addition to its potential for learning and entertainment, can promote interaction between peers. Game-Based Learnings have the potential to change the landscape of education as it exists. Game-Based Learnings could move our system of education beyond the traditional disciplines, and towards a new model of meaningful learning. Game-Based Learnings in the classroom would definitely make students more engaged in their learning. Success in this area depends on how Game-Based Learnings are used. Game-Based Learnings had a significant role in the learning of abstract concepts and the Elementary School Students’ achievement motivation was facilitated through creating excitement and joy, as well as interaction amongst students. According to the results, the necessity of using computer-based games in elementary school students are felt. Therefore, it is necessary to find a more suitable place in the teachers’ daily lesson plan. The results can be beneficial for educators, instructional and game designers and researchers from implementation, design and research perspectives, respectively. We suggest it use Game-Based Learnings in other lessons of Elementary School Students and to use the technologies and facilities of educational technologies in all the school subjects in education levels. Since it considers creativity a very important factor of children, this research is re-tested on the agenda of creativity rather than the motivation for advancement. Moreover, Elementary School Students practitioners should improve themselves in Game-Based Learnings and they should be able to maximize their use of education technologies. The results showed that students who performed computer games played a significant role in gaining higher ability than those trained in the traditional way. Also, the findings indicated that that computer educational games with flexible, competitive, rich and attractive content provided the conditions that students learn through their activities and direct their minds through the behavior in which they take part actively. In fact, educational activities are roaming around students around education. This attribute has made the teaching 7
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provided through these games a student-centered nature. Considering that one of the main goals of education in modern education systems is to move from teacher-centered to student orientation, the result can be the help of officials of the education system of Iran for this purpose and the production of student orientation education programs. One of the important implications of this research can be to encourage families of students to use computer-based educational games to effectively achieve educational goals. This will encourage more family-friendly products from computer-generated educational games, and thus the producers of these games encourage the continuation of their activities to enhance the quality of these games under the educational needs of students. The results of this study can be beneficial for educators, instructional and game designers and researchers from implementation, design and research perspectives, respectively. Expanding the transfer of learning activities and academic content through computer-based educational games to students will create a better interaction between learning content and students and encourage them to engage in learning activities. The statistical population of this study is all elementary students. Therefore, the results can only be generalized to them, and we cannot generalize them to students of other sections. Obstacles to using computer games should be eliminated as much as possible. These barriers can include lack of preparation time, poor technical support, outdated technology, and lack of cooperation due to the rigid and rigid structure of instruction in the formal system of education. It is also suggested that justification classes be held to encourage parents and teachers to participate in this process, to increase their awareness of the development goals of computer games. It is suggested that the balance between the roles that students play in the process of computer games and their abilities be more carefully considered. This proportion enables the active participation of students in these games. The insistence on transferring academic content to the game text should not diminish the excitement of these games. Teachers should also consider the gender characteristics of students in selecting computer-based educational games. Computer learning games seem to provide powerful and always clear forms of evaluation in which all actions, interactions, successes, and failures can be continuously tracked and recorded. This creates a lot of data that, if properly analyzed, allows educators to make important inferences about learners' abilities, needs, and potentials. One of the most important things about using computer games in elementary education was that students had to choose rules through trial and error and hypothesis testing rather than pre-training. This makes them a powerful source of cognitive learning and skill acquisition. Students must understand what the symbols and symbols on the page represent and how they behave during play. As such, computer games encourage a style of thinking that is similar to the kind of inductive reasoning that scientists use when considering a new topic. So far, little research has been done in Iran on the impact of computer games on student learning. Correlation research has often been used in research and the relationship between the use of computerized educational games and different components of student learning has been studied. 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