تأثیر بازی آموزشی رایانه ای آرش و آنا بر عملکرد خلاقیت و ابعاد آن (ابتکار، سیالی، انعطاف پذیری و بسط) در درس علوم دانش آموزان پسر پایه چهارم ابتدایی شهر اصفهان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
امروزه ارتقای کیفیت آموزش وپرورش ضرورتی بسیار مهم محسوب می شود که به دلایلی متعدد همچون کاهش بودجه، نبود امکانات آموزشی مناسب، پایین بودن سطح دانش و مهارت دانش آموزان، یکنواختی در کلاس درس و بی انگیزه بودن دانش آموزان مورد توجه متخصصان نظام آموزشی قرار گرفته است. پژوهش حاضر با هدف بررسی تأثیر بازی آموزشی رایانه ای «آرش و آنا» بر عملکرد خلاقیت و ابعاد آن (ابتکار، سیالی، انعطاف پذیری و بسط) در درس علوم دانش آموزان پسر پایه چهارم ابتدایی شهر اصفهان در سال تحصیلی ۱۴۰۲-۱۴۰۱ انجام شد. این پژوهش از نوع کاربردی و روش آن، نیمه آزمایشی با طرح پیش آزمون-پس آزمون با گروه کنترل است. جامعه آماری این پژوهش را کلیه دانش آموزان پایه چهارم ابتدایی شهر اصفهان تشکیل دادند که از میان آنها، 30 دانش آموز پایه چهارم ابتدایی از مدرسه مدادهای رنگی با استفاده از روش نمونه گیری در دسترس به عنوان نمونه انتخاب شدند و به صورت تصادفی در دو گروه کنترل (۱۵ نفر) و آزمایش (۱۵ نفر) قرار گرفتند. به منظور گردآوری داده ها از آزمون خلاقیت تورنس عابدی (1372) استفاده شد. طی یک دوره دوماهه، گروه آزمایش با بهره گیری از بازی آموزشی رایانه ای «آرش و آنا»، محتوای درس علوم را آموزش دیدند. در مقابل، گروه کنترل بر اساس روش سنتی آموزش، به فعالیت خود ادامه دادند. داده های پژوهش با استفاده از آمار توصیفی و استنباطی و به کمک نرم افزار SPSS-27تحلیل شد. نتایج تحلیل واریانس نشان داد بازی آموزشی رایانه ای «آرش و آنا» بر عملکرد خلاقیت و ابعاد آن (ابتکار، سیالی، انعطاف پذیری و بسط) در درس علوم دانش آموزان پسر پایه چهارم ابتدایی مؤثر بوده است (۰۵/۰p<). با توجه به نتایج به دست آمده، می توان گفت بازی آموزشی رایانه ای «آرش و آنا» بر عملکرد خلاقیت و ابعاد آن (ابتکار، سیالی، انعطاف پذیری و بسط) در درس علوم دانش آموزان پسر پایه چهارم ابتدایی تأثیر مثبت دارد. با توجه به این نتایج، پیشنهاد می شود معلمان بازی آموزشی رایانه ای «آرش و آنا» را به عنوان یکی از راهبردهای مؤثر در آموزش علوم در این پایه به کار بگیرند.Effect of the 'Arash and Anna' Educational Computer game on Creativity Performance and its Dimensions (originality, fluency, flexibility and elaboration) in science lessons of Fourth grade male Elementary school Students in Isfahan
Nowadays, improving the quality of education is considered a crucial necessity, which has attracted the attention of educational system experts due to various reasons such as budget cuts, lack of proper educational facilities, low level of students' knowledge and skills, monotony in the classroom, and students' lack of motivation. The present study aimed to investigate the effect of the 'Arash and Anna' educational computer game on creativity performance and its dimensions (initiative, fluency, flexibility, and elaboration) in science lessons of fourth-grade male elementary school students in Isfahan during the academic year 2022-2023. This research was applied and its method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this study were of all fourth-grade elementary school students in Isfahan, from which a sample of 30 fourth-grade elementary school students from 'Madad-e-Rangi' school were selected using the convenience sampling method and were randomly assigned to two groups, control (15 people) and experimental (15 people). The Torrance Creativity Test by Abedi (1993) was used to collect data. During a two-month period, the experimental group were taught the content of science lessons using the 'Arash and Anna' educational computer game. In contrast, the control group continued their activities based on the traditional teaching method. Collected data were analyzed using descriptive and inferential statistics with the help of SPSS-27 software. The results of the analysis of variance showed that the 'Arash and Anna' educational computer game had a significant effect on creativity performance and its dimensions (initiative, fluency, flexibility, and elaboration) in science lessons of fourth-grade male elementary school students (p<0.05). According to the findings, it can be said that the 'Arash and Anna' educational computer game has a positive effect on creativity performance and its dimensions (initiative, fluency, flexibility, and elaboration) of fourth-grade male elementary school students in science lessons. Based on these results, it is suggested that teachers use the 'Arash and Anna' educational computer game as one of the effective strategies in teaching science in fourth grade. Introduction Rapid expansion of digital technologies has brought profound transformations to educational systems worldwide, reshaping both teaching methodologies and learning processes. Among the key competencies required in the 21st century, creativity has emerged as an essential skill, increasingly recognized for its critical role in personal and professional development. Creativity not only contributes to individual growth but also empowers learners to navigate complex problems, adapt to dynamic environments, and actively engage in knowledge-based societies. However, traditional teaching methods that largely focused on direct content transmission and rote memorization are proven inadequate in fostering students' creative capacities. This has led to a growing emphasis on innovative educational strategies, such as computer-based educational games, as tools to nurture skills like creativity. Computer-based educational games offer dynamic and meaningful learning environments through their interactive design, visual appeal, narrative structures, and emphasis on problem-solving. These games stimulate imagination, present novel situations, ignite curiosity, and provide instant feedback, thereby challenging students’ cognitive abilities and promoting divergent thinking and creativity. Despite the increasing integration of educational games into pedagogical practices, there remains a lack of comprehensive, evidence-based research examining their specific impact on various dimensions of creativity—particularly within the school setting and embedded in curricular content. The present study seeks to address this gap by investigating the effect of the educational computer game ' Arash and Anna ' on the creativity performance of fourth-grade male students in Isfahan, Iran, focusing on four core dimensions: originality, fluency, flexibility, and elaboration within the context of science education. Methodology This study employed an applied, quasi-experimental design featuring a pretest–posttest structure with a control group. The target population consisted of all fourth-grade male students in Isfahan during the 1401–1402 academic year. From this population, 30 students were selected through convenience sampling and randomly assigned to experimental and control groups (15 students each). The data collection instrument was the Torrance Test of Creative Thinking, adapted by Abedi (1372), which independently assesses the dimensions of creativity—originality, fluency, flexibility, and elaboration. The total test score ranges from 0 to 120, with higher scores indicating greater creative capacity. Over the course of two months, the experimental group engaged in eight instructional sessions in which science content was delivered through the interactive educational game ' Arash and Anna ' . This game presents scientific lessons using animation, storytelling, and hands-on activities, encouraging students to actively participate and generate creative ideas through open-ended scenarios. Each session specifically targeted and practiced one of the four creativity dimensions. In contrast, the control group received instruction on the same science topics using conventional teaching methods. At the end of the intervention period, both groups completed a posttest measuring creativity. Data were analyzed using multivariate and univariate analyses of variance (MANOVA and ANOVA) in SPSS version 27. Findings The data analysis revealed that the use of the ' Arash and Anna ' educational game led to a significant increase in overall creativity scores and its subcomponents—originality, fluency, flexibility, and elaboration—in the experimental group compared to the control group. The multivariate analysis (Pillai’s Trace) indicated a statistically significant difference between the two groups across at least one dimension of creativity (P < 0.05). The partial eta squared for the overall effect was 0.135, suggesting that a substantial proportion of the variance in creativity outcomes could be attributed to the educational intervention. Further univariate analyses confirmed the game’s significant effect on each individual dimension: originality (P = 0.010), fluency (P = 0.009), elaboration (P = 0.005), and especially flexibility (P < 0.001), which showed the most pronounced improvement. These findings suggest that the open-ended, narrative-driven, and interactive nature of ' Arash and Anna ' created an optimal environment for fostering originality, encouraging idea generation, promoting diverse perspectives, and supporting the refinement and expansion of students' thoughts. Collectively, these results affirm the game’s efficacy in enhancing creativity and its dimensions within the framework of elementary science education. Discussion and conclusion This study clearly demonstrated that the educational computer game ' Arash and Anna ' has a significant and positive effect on the creative performance of fourth-grade male students, including its four key components: originality, fluency, flexibility, and elaboration. The game’s success lies in its deliberate design, which transforms passive learning into an interactive, problem-centered experience. These findings underscore the potential of strategically integrating interactive technologies into formal education and highlight that a game’s effectiveness is contingent not only on its design but also on its purposeful and guided application within the curriculum. Based on these findings, it is recommended that purpose-built educational games be incorporated into official curricula and supported through teacher training and infrastructure development, with the aim of cultivating a generation of creative learners. Finally, given the limitations of this study—such as sample size and its focus on male students—future research should involve more diverse populations, extended timelines, and comparative designs to provide a more comprehensive understanding of the impact of educational games on creativity in school settings.
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