Motivimi i nxënësve për të nxënë përmes lojërave kompjuterike
DOI:
https://doi.org/10.62928/kp.v3i.8932Abstract
Studimi eksploron ndikimin e lojërave kompjuterike në rritjen e motivimit të nxënësve për të të nxënë. Përmes një shqyrtimi sistematik të literaturës së përzgjedhur, ky punim analizon mënyrat se si elementet unike të lojërave kompjuterike, si sfidat, shpërblimet dhe progresi i dukshëm, nxisin angazhimin dhe motivimin për të nxënë. Literatura tregon se lojërat kompjuterike ofrojnë një qasje më tërheqëse për nxënësit, duke krijuar një ndjenjë arritjeje dhe kënaqësie në procesin e të nxënit. Përmes ndërveprimeve dinamike dhe objektivave të qarta, lojërat kompjuterike ndihmojnë në ndërtimin e motivimit të brendshëm, i cili është i lidhur me një angazhim më të qëndrueshëm dhe të vetëdrejtuar në procesin edukativ. Metodologjia e këtij disertacioni përfshin hulumtimin empirik me nxënësit rreth asaj se sa kanë arritur nxënësit të motivohen dhe të kenë rezultate më të larta. Dizajni i zgjedhur është metoda kuazi eksperimentale me qëllim të vlerësimit të ndikimit shkakor të ndërhyrjes. Mostra për këtë hulumtim përfaqësohet nga rreth 229 nxënës, të cilët janë përzgjedhur nga 12 shkolla të mesme të ulëta në Kosovë. Metoda e përzgjedhjes së mostrës ka qenë ajo joprobabël, me një qasje të qëllimshme. Në kuadër të këtij hulumtimi, janë përdorur një sërë instrumentesh për mbledhjen e të dhënave sasiore dhe cilësore, duke përfshirë testet e njohurive, pyetësorët dhe intervistat gjysmë të strukturuara. Përfundimet mund të ndihmojnë edukatorët dhe zhvilluesit e teknologjive edukative në hartimin e strategjive që shfrytëzojnë potencialin e lojërave për të nxitur motivimin në mjediset mësimore.Keywords:
Angazhimi, lojërat kompjuterike, motivimi, qasje edukative, të nxënit.Downloads
References
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Alhadabi, A., and A. C. Karpinski. 2020. “Grit, Self-Efficacy, Achievement Orientation Goals, and Academic Performance in University Students.” International Journal of Adolescence and Youth 25 (1): 519–35. https://doi.org/10.1080/02673843.2019.1679202.
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Guo, P., N. Saab, L. S. Post, and W. Admiraal. 2020. “A Review of Project-Based Learning in Higher Education: Student Outcomes and Measures.” International Journal of Educational Research 102: 101586. https://doi.org/10.1016/j.ijer.2020.101586.
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Hattie, J., F. A. Hodis, and S. H. Kang. 2020. “Theories of Motivation: Integration and Ways Forward.” Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2020.101865.
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Hooshyar, D., L. Malva, Y. Yang, and M. Pedaste. 2021. “An Adaptive Educational Computer Game: Effects on Students’ Knowledge and Learning Attitude in Computational Thinking.” Computers in Human Behavior 114: 106575. https://doi.org/10.1016/j.chb.2020.106575.
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Liang, Y., P. W. Lau, Y. Jiang, and R. Maddison. 2020. “Getting Active with Active Video Games: A Quasi-Experimental Study.” International Journal of Environmental Research and Public Health 17 (21): 7984. https://doi.org/10.3390/ijerph17217984.
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Tapingkae, P., P. Panjaburee, and G. J. Hwang. 2020. “Effects of a Formative Assessment-Based Contextual Gaming Approach on Students’ Digital Citizenship Behaviours, Learning Motivations, and Perceptions.” Computers & Education 153: 103998. https://doi.org/10.1016/j.compedu.2020.103998.
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Toh, W., and D. Kirschner. 2020. “Self-Directed Learning in Video Games, Affordances and Pedagogical Implications for Teaching and Learning.” Computers & Education 143: 1–12. https://doi.org/10.1016/j.compedu.2020.103912.
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Wang, L. H., B. Chen, G. J. Hwang, and J. Q. Guan. 2022. “Effects of Digital Game-Based STEM Education on Students’ Learning Achievement: A Meta-Analysis.” International Journal of Science Education 44 (3): 341–55. https://doi.org/10.1186/s40594-022-00344-0.
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Wouters, P., C. van Nimwegen, H. van Oostendorp, and E. D. van der Spek. 2013. “A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games.” Journal of Educational Psychology 105 (2): 249–65.
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Yu, Z., M. Gao, and L. Wang. 2021. “The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction.” Journal of Educational Computing Research 59 (4): 671–94. https://doi.org/10.1177/0735633120969.
References
Alhadabi, A., and A. C. Karpinski. 2020. “Grit, Self-Efficacy, Achievement Orientation Goals, and Academic Performance in University Students.” International Journal of Adolescence and Youth 25 (1): 519–35. https://doi.org/10.1080/02673843.2019.1679202.
Bertram, L. 2020. “Digital Learning Games for Mathematics and Computer Science Education: The Need for Preregistered RCTs, Standardized Methodology, and Advanced Technology.” Frontiers in Psychology 11: 2127.
Boyle, E. A., T. Hainey, T. M. Connolly, G. Gray, J. Earp, M. Ott, and J. Pereira. 2016. “An Update to the Systematic Literature Review of Empirical Evidence of the Impacts and Outcomes of Computer Games and Serious Games.” Computers & Education 94: 178–92.
Call, N., J. Leaf, and M. Oppenheim-Leaf. 2012. “Teaching Board Games to Two Children with an Autism Spectrum Disorder.” Journal of Developmental and Physical Disabilities 24 (4): 347–58.
Clark, R. C., and R. E. Mayer. 2016. E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. Hoboken, NJ: John Wiley & Sons.
Coleman, T. E., and A. G. Money. 2020. “Student-Centred Digital Game-Based Learning: A Conceptual Framework and Survey of the State of the Art.” Higher Education 80 (2): 1–17. https://doi.org/10.1007/s10734-019-00417-0.
Dennis, L. R., and N. Stockall. 2015. “Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers.” Early Childhood Education Journal 43 (1): 1–7.
Filgona, J., J. Sakiyo, D. M. Gwany, and A. U. Okoronka. 2020. “Motivation in Learning.” Asian Journal of Education and Social Studies 10 (4): 16–37. https://doi.org/10.9734/ajess/2020/v10i430273.
Gonzalez, T., M. A. De la Rubia, K. P. Hincz, M. Comas-Lopez, L. Subirats, S. Fort, and G. M. Sacha. 2020. “Influence of COVID-19 Confinement on Students’ Performance in Higher Education.” PLoS One 15 (10). https://doi.org/10.1371/journal.pone.0239490.
Granic, I., A. Lobel, and R. Engels. 2014. “The Benefits of Playing Video Games.” American Psychologist 69: 66–78.
Gros, B. 2015. “Digital Games in Education: The Design of Games-Based Learning Environments.” Journal of Research on Technology in Education 40 (1): 23–38. https://doi.org/10.1080/15391523.2015.967332.
Guo, P., N. Saab, L. S. Post, and W. Admiraal. 2020. “A Review of Project-Based Learning in Higher Education: Student Outcomes and Measures.” International Journal of Educational Research 102: 101586. https://doi.org/10.1016/j.ijer.2020.101586.
Hattie, J., F. A. Hodis, and S. H. Kang. 2020. “Theories of Motivation: Integration and Ways Forward.” Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2020.101865.
Hooshyar, D., L. Malva, Y. Yang, and M. Pedaste. 2021. “An Adaptive Educational Computer Game: Effects on Students’ Knowledge and Learning Attitude in Computational Thinking.” Computers in Human Behavior 114: 106575. https://doi.org/10.1016/j.chb.2020.106575.
Li, Y., Z. Xu, Y. Hao, P. Xiao, and J. Liu. 2022. “Psychosocial Impacts of Mobile Game on K12 Students and Trend Exploration for Future Educational Mobile Games.” Frontiers in Education: 1–10.
Liang, Y., P. W. Lau, Y. Jiang, and R. Maddison. 2020. “Getting Active with Active Video Games: A Quasi-Experimental Study.” International Journal of Environmental Research and Public Health 17 (21): 7984. https://doi.org/10.3390/ijerph17217984.
Muriel, D., and G. Crawford. 2020. “Video Games and Agency in Contemporary Society.” Games and Culture. Thousand Oaks, CA: SAGE.
Odendaal, D. 2018. A Framework for Using Experiential Learning Theory. Stellenbosch: Faculty of Education at Stellenbosch University.
Ryan, R. M., and E. L. Deci. 2020. “Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions.” Contemporary Educational Psychology 61. https://doi.org/10.1016/j.cedpsych.2020.101860.
Saykılı, A. 2019. “Higher Education in the Digital Age: The Impact of Digital Connective Technologies.” Journal of Educational Technology and Online Learning 2 (3): 67–83. https://doi.org/10.31681/jetol.516971.
Sicart, M. 2020. “Game, Player, Ethics: A Virtue Ethics Approach to Computer Games.” In The Ethics of Information Technologies. London: Taylor & Francis.
Tapingkae, P., P. Panjaburee, and G. J. Hwang. 2020. “Effects of a Formative Assessment-Based Contextual Gaming Approach on Students’ Digital Citizenship Behaviours, Learning Motivations, and Perceptions.” Computers & Education 153: 103998. https://doi.org/10.1016/j.compedu.2020.103998.
Toh, W., and D. Kirschner. 2020. “Self-Directed Learning in Video Games, Affordances and Pedagogical Implications for Teaching and Learning.” Computers & Education 143: 1–12. https://doi.org/10.1016/j.compedu.2020.103912.
Wang, L. H., B. Chen, G. J. Hwang, and J. Q. Guan. 2022. “Effects of Digital Game-Based STEM Education on Students’ Learning Achievement: A Meta-Analysis.” International Journal of Science Education 44 (3): 341–55. https://doi.org/10.1186/s40594-022-00344-0.
Wouters, P., C. van Nimwegen, H. van Oostendorp, and E. D. van der Spek. 2013. “A Meta-Analysis of the Cognitive and Motivational Effects of Serious Games.” Journal of Educational Psychology 105 (2): 249–65.
Yu, Z., M. Gao, and L. Wang. 2021. “The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction.” Journal of Educational Computing Research 59 (4): 671–94. https://doi.org/10.1177/0735633120969.
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