The Effect of the Alternative Reality Game (ARG) on the Problem-Solving skill of multi-grade students

Document Type : Original Article

Authors

1 educational science department,, faculty of humanities, Arak university, Arak, Iran

2 Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran

Abstract

Background and Objectives: With the emergence of new technologies and the integration of technology and gamification with teaching and learning, new strategies are presented for the effectiveness of teaching. The current research was conducted with the aim of investigating the effect of the alternative reality game (ARG) on the problem-solving skill of multi-grade class students.

Methods: This research was conducted using the quasi-experimental method and the pre-test-post-test design, along with the control group. The statistical population included the students of the multi-grade class of the second period of elementary school in Behshahr city of Mazandaran province in the academic year of 2022-2023, who were selected by the available sampling method and randomly divided into two groups of 15 people, control and experimental. The students were trained for 8 sessions using an alternative reality game (ARG); While the teaching method in the control group was conventional. Data were collected through Heppner and Petersen's (1982) problem-solving questionnaires. In order to analyze the findings, descriptive statistical indices such as mean and standard deviation were used, and univariate covariance analysis was used for inferential analysis of the findings.

Findings: The results of the research showed that the application of the alternative reality game (ARG) has a significant effect on the problem solving skill of students in multi-grade class. (P<0.05).

Conclusion: Considering the impact of the alternative reality game on students' problem-solving skills, the planning and implementation of this game is recommended as an effective teaching strategy in multi-grade schools.

Keywords

Main Subjects

References

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Learner-based Curriculum and Instruction Journal
Volume 3, Issue 3
January 2025
Pages 1-19

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History

  • Receive Date: 01 August 2024
  • Revise Date: 21 November 2024
  • Accept Date: 21 December 2024
  • First Publish Date: 21 December 2024
  • Publish Date: 21 November 2024

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