فهرست مطالب علی شاهسون مارکده

The aim of the present study was to investigate the effect of reverse teaching on self-directed learning and academic progress of students in the Analytical History of Early Islam course. The method of the current research was semi-experimental with a pre-test-post-test design. The statistical population of this study included all students of Arak University. The sample of the research was selected in the direct method and 58 people were selected and they were placed in two different groups by matching. The instrument used in the present study was the self-directed learning scale of Pintrich and DeGroot (1990). Descriptive and inferential statistical methods of univariate and multivariate covariance analysis were used to analyze the data. The results of univariate covariance analysis showed that reverse learning did not have a significant effect on students' self-directed learning, but it had a significant and positive effect on students' academic progress. Also, the findings of multivariate covariance analysis indicated that reverse learning did not have a significant effect on students' cognitive strategies and metacognitive strategies.

The purpose of the present study was to investigate the effect of training using gamification on students' academic engagement of undergraduate students of Arak University 2017-2018.

The research method was quasi-experimental with pre-test and post-test with control group. The statistical population included all students of educational sciences of Arak University in the academic year 2017-2018, from which 28 subject were selected as Convenience Sampling and were randomly distributed in the control and experimental groups. Friedrichs et al.'s (2004) academic achievement questionnaire was used to collect the required data. Photoshop tutorial designed by researchers was also used for training. Data were analyzed using descriptive statistics including mean and standard deviation and inferential statistics including ANCOVA.

The findings showed that education by using gamification had no significant effect on academic engagement and its subscales (behavioral, emotional and cognitive).

According to the findings of this study using gamification has not been very effective in increasing students' academic engagement.