تأثیر ساخت بازی تعاملی اندرویدی بر خلاقیت و یادگیری زیست شناسی دانش‌آموزان تیزهوش دوره دوم متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه آموزش زیست‌شناسی، دانشکده علوم پایه، دانشگاه فرهنگیان، تهران، ایران

2 کارشناس ارشد، استادیار، گروه آموزش زیست‌شناسی، دانشکده علوم پایه، دانشگاه فرهنگیان، تهران، ایران

10.22034/cipj.2025.65012.1207

چکیده

هدف: نرم‌افزارهای تعاملی یکی از فناوری‌های کاربردی نوین در حوزه آموزش است که توانسته با کمک امکاناتی چون پویانمایی، تصاویر سه‌بعدی، صدا و... امکان تعامل کاربر را با مفاد درسی ممکن ‌سازد و با کمک‌گرفتن از فضای مجازی نقش مؤثری در آموزش ایفا نماید. هدف پژوهش حاضر، تأثیر ساخت و استفاده از بازی تعاملی در بستر سیستم عامل اندروید بر یادگیری زیست‌شناسی و نیز میران خلاقیت دانش‌آموزان و رابطه بین آن‌ها است.
روش پژوهش: ﭘﮋوﻫﺶ به روش نیمه‌آزمایشی ﺑﺎ طرح ﭘﯿش‌آزمون-پس‌آزمون و آزمون سنجش خلاقیت تورنس انجام شد. جامعه آماری پژوهش، شامل دو کلاس 20 نفری دانش‌آموزان دختر پایه‌ دهم تجربی دوره دوم متوسطه مدرسه فرزانگان بود که به‌صورت تصادفی به گروه‌های گواه و آزمایش تقسیم شدند. گروه گواه با ‌روش سنتی و گروه آزمایش به‌کمک فناوری مذکور آموزش دیدند. پرسش‌نامه‌های پژوهش شامل محقق‌ساخته یادگیری و خلاقیت تورنس بود. در تحلیل داده‌ها از روش‌های آماره‌ای فراوانی، میانگین، انحراف معیار، آزمون‌های t گروه‌های مستقل و ضریب همبستگی پیرسون و جهت بررسی پایایی آزمون‌ها از ضریب آلفای کرونباخ و به‌منظور بررسی شاخص روایی آزمون‌ها، از نظرات افراد متخصص استفاده شد. سطح معناداری برای همه آزمون‌ها 0/05>pدر نظر گرفته شد.
یافته‌ها: یافته‌های پژوهش نشان داد اختلاف پیش ‌و پس آزمون گروه‌های گواه و آزمایش معنادار بوده و بیشتر بودن میانگین نمرات گروه آزمایش (14/98) نسبت به گروه گواه (10/08) نشان‌دهنده یادگیری بهتر است. تحلیل پرسشنامه خلاقیت تورنس نیز نشان‌دهنده‌ بهبود خلاقیت گروه آزمایش (83/90) نسبت به گروه گواه (73/20) است. همچنین نتایج بررسی ارتباط بین خلاقیت و پیشرفت تحصیلی نشان داد بین خلاقیت ناشی از ساخت و استفاده از نرم‌افزار تعاملی و میزان پیشرفت تحصیلی دانش‌آموزان، ارتباط مستقیم وجود دارد.
نتیجه‌گیری: بنابراین با توجه به اثربخشی روش مذکور در بهبود یادگیری و افزایش خلاقیت و ارتباط مثبت بین آن‌ها، پیشنهاد می‌شود در برنامه آموزشی مدارس، توجه به استفاده از بازی‌های تعاملی و پرورش خلاقیت در دستورکار قرار گیرد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effect of Creating an Interactive Android Game on Creativity and Biology Learning of High School Gifted Students

نویسندگان [English]

  • Azam Gholami 1
  • Mahdie Mamipour 2
1 Assotiate Professor, Department of Biology Education, Faculty of Science, University of Farhangian, Tehran, Iran
2 MSc, Department of Biology Education, Faculty of Science, University of Farhangian, Tehran, Iran
چکیده [English]

Objective: The aim of the present study was to investigate the effect of creating and using an interactive game on the Android operating system on learning biology, students' creativity and the relationship between them.
Method: The research was conducted using a quasi-experimental method with a pre-test-post-test design and the Torrance Creativity Assessment Test. The statistical population included two classes of 20 female students in the tenth grade of Farzanegan High School, who were randomly divided into control and experimental groups. The control group was trained using the traditional method and the experimental group was trained using interactive game software. The research questionnaires included the researcher-made learning questionnaire and the Torrance Creativity Questionnaire. Frequency statistics, mean, standard deviation, independent group t-tests, and Pearson correlation coefficient were used to analyze the data. Cronbach's alpha coefficient was used to examine the reliability of the tests, and expert opinions were used to examine the validity index of the tests. The significance level for all tests was considered p<0.05.
Results: The findings showed that the pre- and post-test difference between the control and experimental groups was significant, and the higher average scores of the experimental group (14.98) compared to the control group (10.08) indicated better learning. Analysis of the Torrance Creativity Questionnaire also shows improved creativity in the experimental group (83.90) compared to the control group (73.20). Also, the results of examining the relationship between creativity and academic achievement showed that there is a direct relationship between creativity resulting from the creation and use of interactive software and the level of academic achievement of students.
Conclusion: Therefore, given the effectiveness of the interactive game-based teaching method in improving learning and increasing creativity and the positive relationship between them, it is suggested that the use of interactive games and fostering creativity be included in the school curriculum.

کلیدواژه‌ها [English]

  • interactive software
  • biology
  • creativity
  • academic achievement
  • learning
Alipourkatigeri, Sh., Heydari, H., Narimani, M., & Davoudi, H. (2019). Comparing the effectiveness of electronic teaching methods and traditional teaching methods on academic enthusiasm, academic self-efficacy and self-regulation in students. Journal of School Psychology, 8(2), 23-39. https://www.doi.org/10.22034/jiera.2020.183451.1867 [In Persian]  
Almasri, F. (2024). Exploring the Impact of Artificial Intelligence in Teaching and Learning of Science: A Systematic Review of Empirical Research. Research in Science Education, 54, 977-997. https://doi.org/10.1007/s11165-024-10176-3
Arif Al Ardha, M., Nurhasan, N., Ridwan, M., Wijaya, A., & Fathur Rohman, M. (2024). The Development of Esports Research and Technology in the Last 3 Decades. TEM Journal, 13(2), 1537-1547. DOI: 10.18421/TEM132-67
Bani Hashem, S. K.; Rezaei, I.; Badli, M., & Dana, A. (2014, A). Investigating the effect of using blended learning on students' creativity. Journal of Innovation and Creativity in the Humanities, 2(1), 113-128. https://journals.iau.ir/article_523509.html?lang=en [In Persian]
Bani Hashem, S. K., Farrokhi Tirandaz, S., Shahalizadeh, M., & Mashhadi, M. (2014, b). Studying the effect of e-learning on students' creativity. Interdisciplinary Journal of Virtual Education in Medical Sciences, 5(4), 53-61. https://sid.ir/paper/249913/fa [In Persian]
Brauer, R., Ormiston, J., & Beausaert, S. (2024). Creativity-Fostering Teacher Behaviors in Higher Education: A Transdisciplinary Systematic Literature Review. Review of Educational Research, 20(10), 1-30. https://doi.org/10.3102/00346543241258226
Cadiz, G.S., Lacer, G.J.R., & Delamente, R.L. (2023). Game-Based Learning Approach in Science Education: A MetaAnalysis. International Journal of Social Science and Human Research, 6(3), 1856-1865. https://doi.org/10.47191/ijsshr/v6-i3-61
Costa, A., Moreira, D., Casanova, J., Azevedo, A., Gonçalves, A., Oliveira, I., Azevedo, R., & Dias, P. (2024). Determinants of academic achievement from the middle to secondary school education: A systematic review. Social Psychology of Education, 27(6), 3533-3572. https://doi.org/10.1007/s11218-024-09941-z
Czok, V., & Weitzel, H. (2025). Impact of Augmented Reality and Game-Based Learning for Science Teaching: Lessons from Pre-Service Teachers. Applied Sciences, 15(5), 2844. https://doi.org/10.3390/ app15052844
Feyzi, F., & Vahedi, M. (2022). Introducing the new paradigm education 4.0 Teaching and learning in the digital age, change or revolution? Quarterly Journal of Education Studies8(30), 55-65. https://dor.isc.ac/dor/20.1001.1.25884182.1401.8.30.6.7 [In Persian]
Gharibi, F., Nateghi, F., Mousavipour, S., & Seifi, M. (2020). The effect of augmented reality education on learning and memorization of biology. Quarterly Journal of the Center for Education and Development of Medical Sciences, 99, 168-183. https://search.isc.ac/dl/search/defaultta.aspx?DTC=8&DC=1174720 [In Persian]
Hashim, N., Harun, N.O., Ariffin, N.A., & Abdullah, N.A.C. (2024). Gamification using Board Game Approach in Science. Journal of Advanced Research in Applied Sciences and Engineering Technology, 33(3), 73-85. https://doi.org/10.37934/araset.33.3.7385
Henrikson, D., Creely, E., Hnderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learnhng: A literature review of the uneasy space of implementation. Education Tech Research, 12(2), 1-18. https://doi.org/10.1007/s11423-020-09912-z
Hosseinmardi, A. A., Ghorban Shiroodi, S., Zarbakhshbahri, M. R., & Tizdast, T. (2022). The Relationship of Academic Engagement, School Engagement and School Belonging with Academic Achievement by Mediated the Academic Achievement Motivation in Male Students. Sociology of Education7(2), 178-189. https://jedusocio.com/index.php/se/article/view/231 [In Persian]
Küçükaydın, M.A. & Akkanat, Ç. (2025). Collective creativity in science classrooms: Scale adaptation and an investigation in terms of demographic variables. Avşar2STEM Education, 5(2), 207–228. https://www.aimspress.com/article/doi/10.3934/steme.2025011
Lampropoulos, G., & Kinshuk. (2024). Virtual reality and gamification in education: a systematic review. Education Tech Research Dev, 72, 1691–1785. https://doi.org/10.1007/s11423-024-10351-3
Lantzouni, M., Poulopoulos, V., & Wallace, M. (2024). Gaming for the Education of Biology in High Schools. Encyclopedia, 4, 672–681. https://doi.org/10.3390/ encyclopedia402004
Mahiaka, D. (2021). Literature study about application android media on biological learning process. Berkala Ilmiah Pendidikan Biologi, 10(1), 135-139. https://ejournal.unesa.ac.id/index.php/bioedu
McQueen, H.A., Abou Jawad, F., Cullinane, A. & Darmon, E. (2025). Creativity embedded in the biology curriculum. Journal of Perspectives in Applied Academic Practice, 13(1), 130-148. https://doi.org/10.56433/4h8jzk22
Meihami, H. (2016). Education as an effective strategy for improving thinking in higher education. Congress of Pioneers of Progresshttps://civilica.com/doc/536576/  [In Persian]
Melka, H. (2024). Fostering and Measuring Creativity in Secondary School Science Education. Literature Review. Research Squarehttps://doi.org/10.21203/rs.3.rs-4541570/v1
Mercier, M., & Lubart, T. (2023). Video games and creativity: The mediating role of psychological capital. Journal of Creativity, 33(2), 1-5. https://doi.org/10.1016/j.yjoc.2023.100050
Mirmoghtadai, Z. S., Afkari, F., & Moharrmibakhshaeshi, A. (2021). The effect of teaching based on animation technology on learning anatomy course of pharmacy students at Tehran University of Medical Sciences. Development of Education in Medical Sciences, 14(43), 20-27. https://sid.ir/paper/1033856/fa [In Persian]
Mohebbi, F. (2019). "Augmented Reality" technology and its function in biology education. Research in Biology Education1(3), 73-84. https://dor.isc.ac/dor/20.1001.1.27172252.1398.1.3.6.0 [In Persian]
Nigora Akhmadkulovna, E. (2023). Enhancing biology education: The integral role of interactive teaching methods. International Journal of Advance Scientific Research, 4(02), 113-121. https://doi.org/10.37547/ijasr-04-02-18
Nor Asnyza, I., Siti zuraidah, O., Baharuddin, A., Zainal, M., & Nooraida, Y. (2021). Online game-based learning using Kahoot to enhance pre-university student active learning. Journal of Turkish science education, 18(1), 145-160. https://doi.org/10.36681/tused.2021.57
Nuraini, S., Rezaki, Marini, A., Sagita, J., Safitri, D., & Attas, S., G. (2023). Game-based interactive multimedia to increase student creativity in physical education course. Global Journal of Information Technology: Emerging Technologies, 13(2), 144-155. https://doi.org/10.18844/gjit.v13i2.9137
Nurdin, A. M., Gofur, A., & Sari, M. S. (2025). Technology-supported differentiated biology education: Trends, methods, content, and impacts. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2598. https://doi.org/10.29333/ejmste/16044
Saberi, A. (2017). Alignment with technological progress in the Fourth Industrial Revolution. National Conference on the Application of New Technologies in Electrical, Computer and IT Sciences and Engineering. https://www.sid.ir/paper/897525/fa [In Persian]
Sangur, K., Zubaidah, S., & Sulisetijono. (2025). A systematic literature review of mobile learning trends in biology education over ten years. Social Sciences & Humanities Open, 11, 1-26. https://doi.org/10.1016/j.ssaho.2025.101429
Samadi, A. (2019). Challenges in biology education and the role of creativity in increasing its learning. Research in Biology Education1(1), 15-30. https://dor.isc.ac/dor/20.1001.1.27172252.1398.1.1.3.3 [In Persian]
Sheffield, R.S., Koul, R.B., Bhan, R., & Sims, C. (2024). Game-based science simulations to support learning and teaching: Science pre-service teachers’ perceptions. Innovation and Education, 6(1), 1-29. https://doi.org/10.1163/25248502-bja00003
Situmorang, R., Suwono, H., Munzil, S., Susanto, H., Chang, C., & Liu, Y. (2024). Learn biology using digital game-based learning: A systematic literature review. EURASIA Journal of Mathematics, Science and Technology Education, 20(6), em2459 ISSN:1305-8223 (online). https://doi.org/10.29333/ejmste/14658
Steven L. Tanimoto, S.L., & Inie, N. (2023). The Creativity Game: A Game for Teaching First Steps of Theoretical Creativity. In Creativity and Cognition (C&C ’23), 274-281, https://doi.org/10.1145/3591196.3596826
Tabrizi Shahravi, Z. (1402). Factors affecting academic achievement. International Conference on Educational Psychology and Lifestyle. https://sid.ir/paper/1129969/fa [In Persian]
Topping, K., Douglas, W., Robertson, D., & Ferguson, W. (2022). Effectiveness of online and blended learning from schools: A systematic review. Review of education BERA, 10(2), 1-21. https://doi.org/10.1002/rev3.3353
Varol Selçuk, Z., & Özer Keskin, M. (2024). Gamification in biology education: A systematic review analysis, International Journal of Eurasia Social Sciences (IJOESS), 15(55), 375-405. http://dx.doi.org/10.35826/ijoess.4445
Wahyuni, R., Norra, B.I., & Khasanah, R.A.N. (2024). Development of android-based biology learning media "plant tissue-app" to train high school students' scientific argumentation skills. JIPI (Jurnal IPA dan Pembelajaran IPA), 8(2), 156-167. https://dx.doi.org/10.24815/jipi.v8i2.38602
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Dud, Z. (2024). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 252, 1-19. https://doi.org/10.1016/j.eswa.2024.124167
Winston, F., & Francisca, N. (2024). Techniques and applications of Machine Learning and Artificial Intelligence in education: a systematic review. Revista Iberoamericana de Educación a Distancia, 27(1),1-34. https://doi.org/10.5944/ried.27.1.37491
Yun Li, D., Mirim, K., & Jayant, P. (2022). Using emerging technologies to promote creativity in education: A systematic review. International Journal of Educational Research Open, 3(10), 1-15. https://doi.org/10.1016/j.ijedro.2022.100177
Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction. International journal of Eurasia social science, 13(10), 1-12. https://doi.org/10.3389/fpsyg.2022.1030790
Zarei, N., & Fabregas, I. (2024). Innovative and Creative English Teaching Strategies: A Conceptual Framework. Recoletos Multidisciplinary Research Journal, 12(1),73-84. https://doi.org/10.32871/rmrj2412.01.06
zaker, A., & Farhadi moghadam, B. (2021). Interactive book and note book, motivational and active learning tools in biology education. Research in Biology Education3(1), 35-46. https://dor.isc.ac/dor/20.1001.1.27172252.1400.3.1.3.7 [In Persian]
Zeraatkar, N., Bayanati, M., & Habibabadi, M. A. (2022). The role of tests designed based on game-making in improving learning. Management Studies Based on Police Training, 50(58), 125-156. https://www.sid.ir/paper/1029637/fa [In Persian]
Zulyusri, Z., Elfira, I., Lufri, L., & Santosa, T.A. (2023). Literature Study: Utilization of the PjBL Model in Science Education to Improve Creativity and Critical Thinking Skills. Jurnal Penelitian Pendidikan IPA, 9(1), 133-143. https://doi.org/10.29303/jppipa.v9i1.2555
  • تاریخ دریافت: 24 آذر 1403
  • تاریخ بازنگری: 24 فروردین 1404
  • تاریخ پذیرش: 06 اردیبهشت 1404
  • تاریخ اولین انتشار: 01 خرداد 1405
  • تاریخ انتشار: 01 خرداد 1405