جستجوی مقالات مرتبط با کلیدواژه « بازی های رایانه ای » در نشریات گروه « علوم تربیتی »

The most effective approach to increase creativity, as one of the basic human abilities, is the development of creative thinking skills, which has been a desirable educational goal since the middle of the twentieth century. The aim of this study was to identify the effectiveness of computer games on creative thinking skills and consequently the problem-solving approach among preschoolers. This research was conducted by quasi-experimental method with pre-test-post-test design. Statistical sample consisting of 39 preschool students were selected by random sampling which was studied by Torrance questionnaire. Based on the results, there was a significant difference between the components of pre-test and post-test creativity of girls and boys, only in the flexibility dimension of girls. But no significant relationship was observed between other components of pretest and posttest creativity in both girls and boys.

An analysis of characteristics of spaces designed for computer games can help identify and control their different impacts on the world of children. In this regard, emotional violent games are highly critical which, considering the setting they make, can get the individual move out of the real-time world and transfer into an unknown world that considerably involves his senses. This research aims to identify the stimulating factors in common children and teenagers’ games by briefly analyzing the most popular games among this age group, and to analyze the components of those games by using a phenomenological method from an architectural and space perspective. Using the components, the research also investigates the computer games in terms of intensity of excitements and sensory involvement.  The findings show that computer games usually engage the visual and auditory senses of the user and communicate with him; moreover, the structural setting of the gaming space which causes such problems as hiding in semi-transparent or semi-visible spaces may affect the excitement and stress of the game and involve the user’s sense of place in the gaming space, thus making him engage in the game challenges, fearing of being seen, exploring and understanding the environment.

The purpose of this research was to investigate the effect of national computer games on improving cultural intelligence and sense of altruism of students. The statistical population included all the female students of the first period of secondary high school in Esfrain city in the academic year of 2018-2019 who played computer games in a certain period of time, 201 of them were selected as the research sample, the sample size was calculated using Morgan's table. And it was stratified randomly, the selected students were those who played computer games with laptops, computers, mobile phones and tablets during the day. In this research, Earley and Patterson's cultural intelligence questionnaire and altruism questionnaire were used. Cronbach's alpha reliability of cultural intelligence questionnaire was calculated as 0.83 and altruism questionnaire as 0.75. Validity results of other articles and content validity were used to check the validity. The results of the analysis showed that there is a significant relationship between cultural intelligence and the sense of altruism of students who play computer games (p>0.05). According to the beta regression coefficient, cultural intelligence explains 27% of students' sense of altruism. Also, the results of the components of cultural intelligence showed that the four dimensions of metacognitive intelligence, cognitive intelligence, behavioral intelligence and motivational intelligence had a significant relationship with students' sense of altruism. This significance is between metacognitive intelligence and altruism (r=0.48 and p<0/0 01); between cognitive intelligence and students' sense of altruism (r=0.269 and p<0.01); between motivational intelligence and sense of altruism (r=0.167 and p<0.01); It was between behavioral intelligence and sense of altruism (r=0.164 and p<0.05). Also, the results of the T-Tech sample showed that computer games have a significant effect on promoting cultural intelligence and altruism of students.

The aim of this study was to compare the effectiveness of executive functions training based on computer games with the training of sensory integration exercises on word reading and text comprehension symptoms in dyslexic students.The study method was quasi-experimental with pre-test, post-test design and a control group and follow-up stage. The statistical population included all students with elementary school learning disability in districts 2 and 5 of Tehran (128 persons) in 2020-2021. 30 dyslexic students in the age of 8-11 (19 boys, 11 girls) were selected by available sampling and randomly assigned to three groups of 10 people. The experimental groups underwent intervention for 20 sessions of 30 minutes. The control group did not receive any intervention. Pre-test and post-test were performed, then after 4 months the follow-up test was performed again. Assessment tools included the Wechsler Intelligence Scale for Children-Revised- Forth Edition (WISC-4), Reading & Dyslexia Test (NEMA), N-back Test, Sensory Profile 2 (SP2). Data were analyzed by Two-factor mixed ANOVA method using SPSS23 software. The results showed that there was no significant difference in word reading score between computer experimental groups and sensory integration (p>.05). There is a significant difference between the comprehension scores of these two groups (p<.001). Based on the results, both interventions were effective, but there was a notable difference between the effectiveness of these interventions on reading symptoms and comprehension of dyslexic students (p<.001). In a 4-month follow up the Sensory integration practice intervention had a lasting effect that could be used as a useful intervention to help dyslexic students in learning disabilities centers.

The aim of this study was to investigate the effect of computerized cognitive games on reduction of attention deficit hyperactivity disorder (ADHD) symptoms and time perception in children with ADHD.

The present research method was a quasi-experimental pre-test-post-test design with a control group. Thirty students with ADHD were selected through purposeful sampling from elementary school students in Khormoj City and randomly divided into two experimental (Mage= 9.01, SD= 0.67) and control (Mage= 9.20, SD= 0.91) groups. The experimental group was trained in Captain Log software in 20 sessions of 45 minutes and the control group remained on the waiting list. All participants were assessed before and after treatment on the Diagnostic Scale for Conners Attention Deficit Hyperactivity Disorder (Parent and Teacher Form), Time Perception Software, and IVA Software. .

The MANCOVA results showed that computer cognitive games have a significant effect on reducing ADHD and improving short-term perception; but no significant effect on the symptoms of hyperactivity/impulsivity and long-term perception.

This study that computer cognitive games can be used as a tool to reduce ADHD symptoms and improve time perception.

Investigating Relation betweencomputer gamesandEmotional Intelligence with Academic Achievement Secondary school students in the Kerman city.The purpose of this study is to investigate the relationship between computer games and emotional development with the academic progress of high school students in Kerman.In terms of purpose, this research is one of the applied researches and in terms of research method, it is descriptive in the way of correlation.The statistical population of this study includes all first grade high school students in District 1 of Kerman, 2069 people.A sample of 324 people was selected through Morgan's table.The data collection tools include two questionnaires of 18 computer game questions with a reliability of 09 and a questionnaire of 39 emotional intelligence questions with a reliability of 0.87 as well as final scores at the end of the school year.Descriptive statistics (table and statistical chart) and inferential statistics (Pearson correlation coefficient) were used to analyze the data.The results indicate that there is a direct but inverse relationship between computer games and students' academic achievement, so that with increasing computer games, academic achievement decreases.The results also showed that there is a positive and significant relationship between emotional intelligence and its components with academic achievement.Therefore, according to the results of the research, it is suggested that parents and school officials strengthen the grounds for increasing emotional intelligence for students and provide conditions to reduce inappropriate computer games by children.

The purpose of this study was to determine the effectiveness of computer educational game on improving the understanding of mathematical concepts of students with specific learning disabilities in the third baseline. In this study, 23 students with math learning disorder were selected from the statistical population of the male and female students of the 3rd grade elementary school in the city of Mianeh (1265 people) after performing KeyMath and reiven matrix tests. They were then randomly assigned to both experimental and control groups. The experimental group was individually trained for 10 sessions of 30 minutes, under the supervision of Misha and Kousha computer games. But the control group used only regular school education. The results showed that the mean scores of the experimental group was significantly higher than the control group. So based on this study, we can conclude that educational computer games can improve the understanding of mathematical concepts (basic concepts, basic operations and function) in particular students with learning disorders associated with defects in the math.

The aim of this study was to explore the effect of computer-based puzzle game on increasing the students' speed, accuracy, learning and stability of learning mathematics. The research method was quasi-experimental. The statistical population of the study were all male students of the first year of high school in Salmas city with 7560 students who were studying in the academic year of 2016-2017. the statistical samples were selected in several steps, in which first, the school was selected using the cluster sampling method, then, in this school, the students of two classes randomly were selected as experimental and control groups (25 in the experimental group and 25 in the control group). To teach mathematics, the experimental group used the "Ocean Express" computer-based puzzle game and the control group used the conventional teaching method. Data collection was done in two stages before and after training. To collect the data, Toulouse-Pyron (1986) accuracy and speed test, mathematical learning and stability of learning mathematics which were a researcher-made questionnaire, were used. The results showed that computer puzzle games had a significant effect on increasing the speed and accuracy in performing mathematical calculations in the experimental group compared to the control group, while the effect of computer-based games on mathematical learning and math learning stability was not significant. Due to the effect of computer-based games on the speed and accuracy of learning mathematics in this study, in was suggested that teachers and educators can use computer-based games along with classroom teaching of mathematics.

The purpose of this study was to investigate the effectiveness of computer games on cognitive flexibility of students with attention deficit/hyperactivity disorder. The present research was a semi-experimental study with pre-test, post-test design and control group. The participants were 24 students with attention deficit/hyperactivity disorder from counseling center in Ahvaz city in 2018 academic year who were selected by convenient sampling method. Subjects were divided into experiment and control groups randomly, each group consisting of 12 students. The experiment group participated in 15 sessions of parent management training (three times a week; each session lasted 60 minutes), while the control group did not. The instrument used was Dennis & VanderWal Cognitive Flexibility Inventory (2010). Univariate analysis of covariance was used by SPSS (version 24) for analyzing the data. The results showed that computer games training had a significant effect on the cognitive flexibility of students with attention deficit/hyperactivity disorder. Computer games training can increase cognitive flexibility of students with attention deficit/hyperactivity disorder. Therefore, planning for providing this program has been useful and effective and can be used for the improvement of cognitive flexibility.

One of the most important issues of marketing is consumer behavior. Obviously, children are not separate from this category. This study was conducted to determine the factors affecting the selection and behavior of computer games by the children. The statistical population of this research is elementary school students in Ahvaz city, Because of the great and difficult access to all of them, 400 students 7 to 12 years old were selected as cluster random sampling. Data collection is done through valid and reliable questionnaires. The results of data analysis using Structural Equation Modeling, showed that Factors such as, parents, peers, product appearance, price, media and advertising have a positive and significant effect on the child's purchasing behavior. However, the availability and ease of access to the product does not have a significant effect on the child's shopping behavior. The results also showed that girls and boys have different purchasing behaviors.

The aim of this study was to evaluate the effect of computer games on problem-solving ability. To do so, semi-experimental design pretest-posttest control group was used. The statistical society of the study, were all third and fourth grade students in the city of Babol. In order to select the sample, two boy schools were randomly selected and then between students of the two schools, 40 of the third and fourth grade students were randomly divided into four groups of 10-person action computer games, strategic computer games, educational computer games and the control group. The results of Analysis of Covariance showed that although there was no significant difference in pre-test problem-solving ability in four groups, after adjusting for pre-test and post-test there were significant differences between the four groups (P

The purpose of the present study was to develop a computer game design framework for learning a variety of cognitive topics and assessing its effectiveness in learning the principles. To achieve this goal, a combination research method was used. In the qualitative section, the inductive analysis was used to obtain the framework and in the quantitative section for internal accreditation, a survey questionnaire was used by experts and a pre-test and post-test with control group were used to evaluate external validity. By analyzing data on computer game mechanics, 32 important computer game engineers were extracted and matched with a variety of topics. The mechanics proposed for internal accreditation were sent to 25 education and training specialists and the results of the analysis of the internal validity of the framework assessment showed that the proposed framework for teaching cognitive subjects had a good reputation. Also, to obtain the external validity of the proposed framework for learning principles, 40 students were enrolled in control groups. The results of covariance analysis to examine the effectiveness of external validation also showed that there is a significant difference between the game design based on the proposed framework and the existing game.

The importance of environmental education are well known globally among communities. In the meantime, Childhood importance of building environmental attitudes and environmental education in this period, a way to develop environmental attitudes in humans. The aim of this study was to evaluate the effectiveness of computer games on waste management concepts to preschoolers. The method of this study was pretest-posttest with control group. The study population was all children preschool Baharan in the academic year 2013-2014. The statistical sample of 30 students randomly into two groups (1 control and 1 control group) were selected. Data were collected by researcher-designed in three dimensions: knowledge, attitude, and behavior of the waste management), which is calculated after determining its validity and reliability (80/0) with a Pictures include the question asked by educators and children were questioned separately on the face. The first step before training as pre-test and post-test of the second stage after finishing training as examined. Data were analyzed using descriptive and inferential statistics test. The results of the test demonstrate that the significant level of knowledge variable (sig = .038), attitude (sig = .000) and in favor of Waste Management (sig = .000) obtained from 05 / smaller as a result of the hypothesis that the effectiveness of environmental education to children in pre-school Rayanh Ay Bazy Hay confirmed in throughput. Due to the residual effects of computer games in education concepts can be extended to produce this category of games for environmental education and the benefits it used.

The purpose of this study was investigating the problem-solving ability among users of computer games. Problem -solving ability refers to the person's ability to deal with problems and difficulties faced with problems at playing games. Research methodology in this study was a descriptive survey-type Statistical population in this research consisted of all pre-university students in Hamadan’s City in 1390-91academic year. Consisted: 260 of these students were selected by using multi-stage cluster sampling method. Data analysis was performed by using one way ANOVA test. The Tool for gathering data was Standard problem-solving questionnaire) Peterson and Heppner, 1982). After analyzing the data by using One wayANOVA test, result showed that: 1- there were significant differences between groups in the confidence for problem-solving (p

In the current research، the effects of teaching computer games over the performance of visual memory of dyslexic students have been studied. At first، the available games were identified and، then، among them، one game which was at the same level of students’ academic and cultural levels was selected. To analyze the effect of this game، 20 individuals suffering from dyslexia (10 in an experimental group and 10 in a control group) were selected among the students at the elementary level in the city of Tehran as accessible samples based on age، intelligence and the visual memory test. Then، intervention was administered through teaching by using computer games in the experimental group. By using the Andre Ray and Kim visual memory test karad، and in the manner of Pre-test and after-test pseudo-experimental plan with the control group، the effects of computer games have been studied and the results have been analyzed with the method of Covariance Analytical Statistics. The analysis of the results indicated that the computer games have a meaningful positive effect on the dyslexic students.

The present research was done to determine the comparison study of cognitive instructional effectiveness and behavior modification (using computer games) on Islamic Azad university Female students’ locus of control. The population of the study was 300 people using available sampling were chosen. The research method was quasi-experimental. The locus of control test was run as pre-test. Among the examinees 45 people who got higher scores were chosen as the sample size and were divided into 3 groups through simple random sampling method. (15 people per group). The cognitive instructional group got eight session (each session one hour) intervention, the behavior modification group got eight session (each session half an hour) intervention, but the control group didn’t get any intervention. Then all groups were evaluated again through measurements which were used as pre-test. He results showed that the cognitive instructional and behavior modification were on increasing internal locus of control, but cognitive instruction was more effective than behavior modification.

In the course of studying the relationship between types and duration of playing computer games and their relation with educational improvement of governmental guidance school students of Kerman District 2, The current research was conducted as a descriptive-correlation type study. They were about 10289 students in the statistical society in which the sample volume of 453 students were selected by random-cluster sampling method. A researcher-made questionnaire was used to collect data and the reliability confirmed in the arrange of 0.85 and 0.81 by using the test-retest method and Cronbach’s alpha. SPSS software, descriptive tables, ANOVA test pillar charts, chi-square test, Pearson correlation coefficients were all used to analyze the data. The results showed that sharp students preferred adventurous games and average and weak students preferred action games. Most of the games played by students were adventurous ones. Boys chose action-sport games mostly and girls preferred adventurous ones. There was not a significant relationship between the duration of playing these games and educational improvement (p > 0.05). There was a significant relationship between the game type and educational improvement (p < 0.05). The most important criteria of choosing the games were personal opinion and the excitement of the games. There was a significant relationship between these criteria and type of the game (p < 0.05). Tendency of the sharp students towards the games was low but it was high in the average and weak students.

The main purpose of this research was studying the effect of computer games on creativity and relation with emotional adjustment in students. The population of the study included all of the girl students in third grade of primary school that participated in summer classed in Sirjan city totally 140 girls. Using census method, 136 were selected as sample group. The measurement tool was adjustment questionnaire for elementary student and Torrance's creativity test (visual from A) that assessed subject's abilities in fluency, flexibility, originality and elaboration traits. Both tools were proved to be reliable and valid. The results of the research showed that computer games have significant effect on decreasing originality and elaboration dimensions. After the mean comparison, it was discovered that students who do computer games have lower scores than students who do not play computer games in two dimensions and also there is a significant positive relationship between the dimensions of flexibility and emotional adjustment.

This research was conducted with the aim of studying the creativity and academic performance among high school students with regard to rate of their dependency on computer games. The statistical population included all of girl students of high schools in Ahvaz City in the academic year 2010 - 2011. The sample size was 233 subjects. The sampling procedure for this research was multistage cluster sampling. The instruments used consisted of a researcher-made questionnaire involving demographic characteristics and students approach toward computer games and the Creativity Questionnaire by Abedi. The data collected were analyzed using both descriptive and inferential statistical procedures involving (Mean, Standard Deviation, one-way ANOVA, post hoc of Tukey test). The results showed that there was a significant difference between student's creativity and academic performance in terms of experience and amount of time used at computer games.

The main aim of the present paper investigating the impact of computer games on adolescent's empathy scale. From the statistical population, that is third grade students of secondary schools in Qom City who are in the academic year of 1386-1387 (2007-2008) 220 students (15-16 years old) were selected according to two- stage stratified random sampling. The survey method was used in this research and Davis's Empathy Questionnaire was used to gather data. The data were analyzed by two-way multivariate ANOVA. The research findings showed that computer games has negative impact on perspective-taking and no impact on empathy variable and subscales of personal distress and empathic concern, that those students who play computer games for more than 52 minutes per day have lower perspective-taking, and that gender is influential in the correlation between computer games and self-respect.