Document Type : Research Paper
Authors
1 Educational Technology, Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, Tehran, Iran.
2 Educational Sciences, Faculty of Education and Psychology, Shiraz University,
3 Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
4 Educational Sciences, Faculty of Educational Sciences, Islamic Azad University, Fasa Branch, Iran
Abstract
The present study was conducted with the aim of investigating the impact of gamification-based teaching on student motivation. The research method was quasi-experimental, employing a pre-test-post-test design with a control group. The statistical population of the study consisted of all fifth-grade elementary school students in Estahban county during the 2023-2024 academic year. A sample of 44 students was selected through convenience sampling and were randomly assigned to either an experimental or a control group (22 students in the experimental group and 22 in the control group). The data collection tool was the standardized Harter Academic Motivation Questionnaire. To test the hypotheses, the inferential statistical method of multivariate analysis of covariance (MANCOVA) was used. The training sessions were conducted over eight 45-minute sessions in the classroom. Students in the experimental group were taught the concept of decimal numbers through gamification-based teaching, while students in the control group learned the same concept using traditional teaching methods. The research findings showed that gamification-based teaching has a positive effect on the intrinsic motivation of elementary school students, but it does not have a significant effect on their extrinsic motivation. Based on the obtained results, the use of gamification-based teaching can enhance the intrinsic motivation of students at various.
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