چکیده:
A fundamental concern in education is the development of psychological constructs and moral intelligence, which directly influence students' personal, social, and academic growth. This study examines the effectiveness of teaching moral intelligence concepts through three digital tools—animation, static images, and video games—on the self-esteem of fifth-grade female students in Isfahan, offering an innovative approach to redesigning future school curricula. Using a quasi-experimental pre-test/post-test design with a control group, 80 students were randomly assigned to four groups (three experimental and one control). Research instruments included Borba's standard moral intelligence questionnaire and Rosenberg's self-esteem scale, along with digital educational packages based on Borba's seven moral virtues. Data were analyzed using covariance analysis and repeated-measures ANOVA. Findings indicated that animation and static images significantly improved self-esteem and all moral intelligence components (p < 0.000). The highest self-esteem increase was observed in the static image (Δ = 5.59) and animation (Δ = 3) groups, whereas video games had a limited effect (p = 0.180). In moral intelligence, video games only influenced the "self-control" component (p = 0.002). Follow-up results showed that animation and static images had more lasting effects. This study highlights the need for selecting digital tools based on educational goals (short-term vs. long-term) and ethical content. Animation emerged as the most effective tool due to its dynamic storytelling and sensory appeal, while video games require redesigning to enhance their educational impact. These findings are crucial for shaping future curricula and integrating technology into teaching processes.
خلاصه ماشینی:
Scientific-Research Teaching Moral Concepts in Future Schools: The Impact of Digital Tools (Animation, Still Images, and Computer Games) on the Development of Students' Self-Esteem Davood Latifi* | Yousef Gorji** | Faezeh Taghipour*** *** Abstract In the digital age, the educational system faces the challenge of aligning traditional teaching methods with the needs of the new generation.
This research was conducted with the aim of investigating the effectiveness of teaching moral intelligence concepts through three digital tools (animation, still images, and computer games) on the self-esteem of fifth-grade female elementary school students in Isfahan city, and it provides a novel solution for redesigning the curricula of future schools.
The research tools included the standard Borba moral intelligence questionnaires and the Rosenberg self-esteem scale, along with digital educational packages based on Borba's seven moral virtues ـــــــــــــــــــــــــــــــــ 1 * PhD student, Counseling Department, Khomeinshahr Branch, Islamic Azad University, Khomeinshahr, Iran (davood.
Teaching Moral Concepts in Future Schools: The Impact of Digital Tools (Animation, Still Images, and Computer Games) on the Development of Students' Self-Esteem, Journal of Revelatory Ethics, 2 (35), 128 – 152.
The present research, by examining the effect of three digital tools—digital games, animation, and still images—on the self-esteem and moral intelligence of students, seeks to provide a practical solution for integrating technology into the teaching process, so that these tools can be used as a core for redesigning future school curricula.
The main objective was to compare the effectiveness of teaching moral intelligence concepts through three digital tools (animation, media games, and still images) on students' self-esteem.
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