چکیده:
The aim of the present research was to formulate a design framework for computer games to learn various cognitive topics and to investigate its effectiveness in learning principles. To achieve this goal, a mixed-methods research approach was used. In the qualitative section, inductive analysis was used to obtain the framework, and in the quantitative section, a survey questionnaire method was used for internal validity from the perspective of experts, as well as an experimental pre-test and post-test method with a control group to evaluate external validity. By analyzing data related to computer game mechanics, 32 important computer game mechanics were extracted and matched with various cognitive topics. The proposed mechanics were sent to 25 experts in education and game development for internal validation, and the results of the analysis from evaluating the internal validity of the framework showed that the proposed framework for teaching cognitive topics possesses appropriate and good validity. Additionally, to obtain the external validity of the proposed framework in learning principles, it was implemented on 40 students in control and experimental groups. The results of the covariance analysis to examine the level of effectiveness and external validation also showed that there is a significant difference between the game designed based on the proposed framework and the existing game.
خلاصه ماشینی:
Situation analysis (goals and consequences, learning approach, learner, and context), design plan (intended concepts, challenges, feedbacks, and game approach), production plan (organization of concepts, game behavior, and game activity), production document (general document, specific documents, and document variables), prototype generation, final generation, implementation, and formative and summative evaluation are the important elements of this model (Norouzi and Dehghanzadeh, 1391).
In other words, the main problem of the present research is the lack of a suitable model or framework for utilizing computer games in instructional design of the cognitive domain at the micro level.
The present research aims to formulate a framework for designing educational computer games to teach various types of content in the cognitive domain: facts, concepts, principles, and procedures at the micro level.
The hypotheses of this research were: 1) The use of educational multimedia designed based on cognitive load theory increases the learning of students with intellectual disabilities.
Van Eck (2010) also states that in digital games, strategic, simulation, and role-playing styles are suitable for teaching and learning concepts and principles, and role-playing, story, collecting, real-life situations, arranging, and managing are among the important mechanics of these styles.
Van Eck (2010) also states that in digital games, strategic, simulation, and role-playing styles are suitable for teaching and learning concepts and principles, and role-playing, story, collecting, real-life situations, arranging, and managing are among the important mechanics of these styles.
Additionally, Van Eck, in the article "Classification and Framework of Educational Digital Games for Improving Learning of Various Types of Problem Solving," states that strategic and simulation game styles are suitable for teaching principles or rules.
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