فاعلية الفصول المقلوبة القائمة على محفزات الألعاب في تنمية التفكير فوق المعرفي لدى طلاب السنة التحضيرية بجامعة جدة
الكلمات المفتاحية:
الفصول المقلوبة، محفزات الألعاب، التفكير فوق المعرفي
الملخص
استهدف البحث الحالي تصميم نموذج مقترح للفصول المقلوبة القائمة على محفزات الألعاب وقياس فاعليته في تنمية التفكير فوق المعرفي لدى طلاب السنة التحضيرية بجامعة جدة. تكونت عينة البحث من (60) طالبًا من السنة التحضيرية بالعام الجامعي 1442/1443 هـ تم توزيعهم عشوائيًا على مجموعتي البحث التجريبيتين، حيث تدرس المجموعة التجريبية الأولى باستخدام الفصول المقلوبة القائمة على محفزات الألعاب بينما تدرس المجموعة الثانية باستخدام الفصول المقلوبة بدون محفزات الألعاب. تم الاعتماد على التصميم شبه التجريبي ذي المجموعتين التجريبيتين. تم بناء مقياس للتفكير فوق المعرفي تكون من (24) مفردة تضمن المقياس عدد (3) محاور بلغ كل محور (8) مفردات. وبعد تطبيق التجربة لمدة ثلاثة أسابيع متتالية استخدمت كل مجموعة المعالجة المحددة لها، تم رصد النتائج وتحليليها إحصائيًا باستخدام اختبار (ت) للمقارنة بين المجموعات وتحديد دلالة الفروق، وكذلك تم حساب حجم الأثر. أسفرت النتائج عن فاعلية الفصول المقلوبة القائمة على محفزات الألعاب في تنمية التفكير فوق المعرفي لدى الطلاب المجموعة التجريبية الأولى التي استخدمت الفصول المقلوبة القائمة على محفزات الألعاب بالمقارنة بطلاب المجموعة التجريبية الثانية التي استخدمت الفصول المقلوبة بدون أي محفزات. وأوصى البحث بضرورة إعادة النظر في كيفية تحفيز المتعلمين عبر أنظمة الفصول المقلوبة.
المراجع
المراجع العربية
１. وليد سالم الحلفاوي، ومروة زكي توفيق (2020). مستحدثات تكنولوجيا التعليم 2.0: نماذج لدعم التعليم المستدام. القاهرة: دار فنون للنشر والتوزيع.
２. جابر عبدالحميد جابر (1999). استراتيجيات التدريس والتعلم. القاهرة، دار الفكر العربي.
３. عبدالناصر الجراح، وعلاء الدين عبيدات (2011). مستوى التفكير ما وراء المعرفي لدى عينة من طلبة جامعة اليرموك في ضوء بعض المتغيرات. المجلة الأردنية في العلوم التربوية، 7(22)، 145-162.
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3. Abdel Nasser Al-Jarrah, and Alaa Al-Din Obeidat. (2011). The level of metacognitive thinking among a sample of Yarmouk University students in the light of some variables. The Jordanian Journal of Educational Sciences, 7(22), 145-162.
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9. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. doi:https://doi.org/10.1016/j.psychres.2020.112934
10. Caselli, G., Fernie, B., Canfora, F., Mascolo, C., Ferrari, A., Antonioni, M., . . . Spada, M. M. (2018). The Metacognitions about Gambling Questionnaire: Development and psychometric properties. Psychiatry Research, 261, 367-374. doi:https://doi.org/10.1016/j.psychres.2018.01.018
11. Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the COVID-19 pandemic. Issues in Educational Research, 31(1), 37-55.
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23. Haslam, M. B. (2021). What might COVID-19 have taught us about the delivery of Nurse Education, in a post-COVID-19 world? Nurse Education Today, 97, 104707. doi:https://doi.org/10.1016/j.nedt.2020.104707
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26. Huang, Y., & Yang, C. (2020). A metacognitive approach to reconsidering risk perceptions and uncertainty: understand information seeking during COVID-19. Science Communication, 42(5), 616-642.
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１. وليد سالم الحلفاوي، ومروة زكي توفيق (2020). مستحدثات تكنولوجيا التعليم 2.0: نماذج لدعم التعليم المستدام. القاهرة: دار فنون للنشر والتوزيع.
２. جابر عبدالحميد جابر (1999). استراتيجيات التدريس والتعلم. القاهرة، دار الفكر العربي.
３. عبدالناصر الجراح، وعلاء الدين عبيدات (2011). مستوى التفكير ما وراء المعرفي لدى عينة من طلبة جامعة اليرموك في ضوء بعض المتغيرات. المجلة الأردنية في العلوم التربوية، 7(22)، 145-162.
References
1. Walid Salem Al-Halfawi, and Marwa Zaki Tawfik. (2020). Educational Technology Innovations 2.0: Models to Support Sustainable Education. Cairo: Art House for Publishing and Distribution.
2. Jaber Abdel Hamid Jaber. (1999). Teaching and learning strategies. Cairo, Arab Thought House.
3. Abdel Nasser Al-Jarrah, and Alaa Al-Din Obeidat. (2011). The level of metacognitive thinking among a sample of Yarmouk University students in the light of some variables. The Jordanian Journal of Educational Sciences, 7(22), 145-162.
4. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 1-13. doi:10.1080/10494820.2020.1813180
5. Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. doi:https://doi.org/10.1016/j.edurev.2020.100322
6. Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.
7. Bíró, G. I. (2014). Didactics 2.0: A pedagogical analysis of gamification theory from a comparative perspective with a special view to the components of learning. Procedia-Social and Behavioral Sciences, 141, 148-151.
8. Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
9. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. doi:https://doi.org/10.1016/j.psychres.2020.112934
10. Caselli, G., Fernie, B., Canfora, F., Mascolo, C., Ferrari, A., Antonioni, M., . . . Spada, M. M. (2018). The Metacognitions about Gambling Questionnaire: Development and psychometric properties. Psychiatry Research, 261, 367-374. doi:https://doi.org/10.1016/j.psychres.2018.01.018
11. Chakma, U., Li, B., & Kabuhung, G. (2021). Creating online metacognitive spaces: Graduate research writing during the COVID-19 pandemic. Issues in Educational Research, 31(1), 37-55.
12. Chen, C.-M., Li, M.-C., & Chen, T.-C. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers & Education, 144, 103697. doi:https://doi.org/10.1016/j.compedu.2019.103697
13. Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16-27. doi:https://doi.org/10.1016/j.compedu.2014.07.004
14. Cheng, V. W. S., Davenport, T., Johnson, D., Vella, K., & Hickie, I. B. (2019). Gamification in Apps and Technologies for Improving Mental Health and Well-Being: Systematic Review. JMIR mental health, 6(6), e13717.
15. Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education, 128, 284-311. doi:https://doi.org/10.1016/j.compedu.2018.09.016
16. Dalponte Ayastuy, M., Torres, D., & Fernández, A. (2021). Adaptive gamification in Collaborative systems, a systematic mapping study. Computer Science Review, 39, 100333. doi:https://doi.org/10.1016/j.cosrev.2020.100333
17. De Notaris, D., Canazza, S., Mariconda, C., & Paulon, C. (2021). How to play a MOOC: Practices and simulation. Entertainment Computing, 37, 100395. doi:https://doi.org/10.1016/j.entcom.2020.100395
18. Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. Paper presented at the CHI'11 extended abstracts on human factors in computing systems.
19. Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in Human Behavior, 91, 1-11. doi:https://doi.org/10.1016/j.chb.2018.09.022
20. Ferro, L. S. (2021). The Game Element and Mechanic (GEM) framework: A structural approach for implementing game elements and mechanics into game experiences. Entertainment Computing, 36, 100375. doi:https://doi.org/10.1016/j.entcom.2020.100375
21. Groh, F. (2012). Gamification: State of the art definition and utilization. Institute of Media Informatics Ulm University, 39.
22. Hashemi, S. G. S., Hosseinnezhad, S., Dini, S., Griffiths, M. D., Lin, C.-Y., & Pakpour, A. H. (2020). The mediating effect of the cyberchondria and anxiety sensitivity in the association between problematic internet use, metacognition beliefs, and fear of COVID-19 among Iranian online population. Heliyon, 6(10), e05135.
23. Haslam, M. B. (2021). What might COVID-19 have taught us about the delivery of Nurse Education, in a post-COVID-19 world? Nurse Education Today, 97, 104707. doi:https://doi.org/10.1016/j.nedt.2020.104707
24. Hassan, L., Dias, A., & Hamari, J. (2019). How motivational feedback increases user’s benefits and continued use: A study on gamification, quantified-self and social networking. International Journal of Information Management, 46, 151-162. doi:https://doi.org/10.1016/j.ijinfomgt.2018.12.004
25. Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 79(Supplement C), 94-103. doi:https://doi.org/10.1016/j.ijnurstu.2017.11.012
26. Huang, Y., & Yang, C. (2020). A metacognitive approach to reconsidering risk perceptions and uncertainty: understand information seeking during COVID-19. Science Communication, 42(5), 616-642.
27. Jabbar, A., Gauci, C. G., & Anstead, C. A. (2021). Parasitology Education Before and After the COVID-19 Pandemic. Trends in Parasitology, 37(1), 3-6. doi:https://doi.org/10.1016/j.pt.2020.10.009
28. Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education.
29. Kralik, J. D., Lee, J. H., Rosenbloom, P. S., Jackson, P. C., Epstein, S. L., Romero, O. J., . . . McGreggor, K. (2018). Metacognition for a Common Model of Cognition. Procedia Computer Science, 145, 730-739. doi:https://doi.org/10.1016/j.procs.2018.11.046
30. Lai, C.-L., & Hwang, G.-J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100(Supplement C), 126-140. doi:https://doi.org/10.1016/j.compedu.2016.05.006
31. Leclercq, T., Poncin, I., & Hammedi, W. (2020). Opening the black box of gameful experience: Implications for gamification process design. Journal of Retailing and Consumer Services, 52, 101882. doi:https://doi.org/10.1016/j.jretconser.2019.07.007
32. Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
33. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “First Principles of Instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118(Supplement C), 150-165. doi:https://doi.org/10.1016/j.compedu.2017.12.003
34. Luo, S., Yang, H., & Meinel, C. (2015). Reward-based Intermittent Reinforcement in Gamification for E-learning. Paper presented at the CSEDU (1).
35. Maulyda, M. A., Affandi, L. H., & Hidayati, V. R. (2021). THE LEVEL OF STUDENTS’METACOGNITION THINKING DURING ONLINE LECTURES IN THE COVID-19 PANDEMIC. Lentera Pendidikan: Jurnal Ilmu Tarbiyah dan Keguruan, 24(2), 178-192.
36. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education.
37. Mitchell, R., Schuster, L., & Jin, H. S. (2020). Gamification and the impact of extrinsic motivation on needs satisfaction: Making work fun? Journal of Business Research, 106, 323-330. doi:https://doi.org/10.1016/j.jbusres.2018.11.022
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منشور
2021-11-26
كيفية الاقتباس
د. ماجد بن عبدالله حامد الحارثي. (2021). فاعلية الفصول المقلوبة القائمة على محفزات الألعاب في تنمية التفكير فوق المعرفي لدى طلاب السنة التحضيرية بجامعة جدة. Journal of Arts, Literature, Humanities and Social Sciences, (73), 122-139. https://doi.org/10.33193/JALHSS.73.2021.591
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