چکیده:
This research was conducted with the aim of investigating the impact of virtual games (intellectual games) on citizenship behavior, self-control, and communication skills of female secondary school students. The research method was quasi-experimental with a pre-test and post-test design involving experimental and control groups. The statistical population of the research consisted of female secondary school students of the Medical Sciences Complex, District 2, Shiraz, in the academic year 1397-98. From among the students, using the multi-stage cluster random sampling method, two classes (30 students per class) were selected as the sample. The experimental group received 14 sessions of training using virtual games (intellectual games), while the control group received no training. The tools used were questionnaires for citizenship behavior, self-control, and communication skills, which had their validity and reliability confirmed. Data were analyzed using the multivariate analysis of covariance method. The results showed that there was a significant difference between the experimental and control groups in all three variables: citizenship behavior, self-control, and communication skills. In other words, virtual games (intellectual games) significantly increased the citizenship behavior, self-control, and communication skills of female secondary school students (P < 0.001). Therefore, students trained with virtual games were in a better position regarding the variables of citizenship behavior, self-control, and communication skills compared to the control group.
خلاصه ماشینی:
Consequently, the present study was conducted with the aim of investigating the impact of virtual games (intellectual games) on citizenship behavior, self-control, and communication skills of female second-stage secondary school students.
In Table 2, the results of the multivariate analysis of covariance (MANCOVA) test to examine the effect of virtual games on citizenship behavior, self-control, and communication skills of female high school students are presented.
Based on this, virtual games have caused at least a significant change in one of the variables of citizenship behavior, self-control, and communication skills of female high school students (P < 0.
In Table 3, the results of the univariate analysis of covariance within the context of the multivariate analysis of covariance to examine the effect of virtual games on each of the variables of citizenship behavior, self-control, and communication skills of female high school students are presented.
Based on that, virtual games have a significant effect on improving all variables of citizenship behavior, self-control, and communication skills of female high school students.
Therefore, it can be said that 43 percent of the changes in citizenship behavior, 61 percent of the changes in self-control, and 68 percent of the changes in communication skills of female high school students are due to the effect of virtual games.
Consequently, the present research was conducted with the aim of examining the effect of virtual games (intellectual games) on the citizenship behavior, self-control, and communication skills of female high school students.
Thus, in general, the results indicate the impact of intellectual-type virtual games on citizenship behavior, self-control, and communication skills in female high school students.
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