تحلیل پارادایم فکری و ترسیم نگاشت علمی پژوهش‌های بین‌المللی در حوزه بازی‌پردازی در آموزش

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران

2 دانشیار گروه مدیریت صنعتی و فناوری، دانشکده مدیریت و حسابداری،دانشکده فارابی، دانشگاه تهران، قم، ایران

3 دانشیار گروه علوم تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران

10.22091/jrim.2025.11837.1155

چکیده

در مقاله حاضر با هدف درک بهتر موضوعات مختلف بررسی شده در تولیدات علمی حوزه بازی‌پردازی در آموزش، مقالات منتشر شده در مجلات معتبر بین‌المللی، میزان همکاری‌های علمی میان پژوهشگران و قرابت مباحث علمی بر مبنای واژگان مورد ارزیابی قرار گرفت. بر این اساس مطالعه نظام‌مند کلیه مقالات پژوهشی منتشر شده در پایگاه اطلاعاتی Web of Science که در فاصله زمانی سال‌های 2012 تا 2024 به چاپ رسیده‌اند، مطالعه شد و تجزیه‌و‌تحلیل داده‌ها با استفاده از نرم‌افزار VOS viewer ورژن 11/6/1 انجام شد. برای تحلیل داده‌ها، پژوهش‌های انتخاب شده از منظر سال انجام تحقیق، پرکارترین نویسندگان، هم‌تألیفی نویسندگان و کاربرد واژگان کلیدی بررسی شدند. براساس نتایج، مشخص شد که بیشترین پژوهش‌ها در چه سالی انجام گرفته است. همچنین نویسندگانی که دارای بیشترین پژوهش بودند، شناسایی و معرفی گردیدند. در قسمت کلیدواژه‌های پرکاربرد هم کلمه بازی‌پردازی (Gamification)  به عنوان پرکاربردترین کلمه در مقالات شناسایی شد. بررسی جامع مقالاتی که در پایگاه Web of Science منتشر شده است و همچنین بررسی مهم‌ترین نویسندگان، مقالات و کلمات کلیدی در این حوزه، کمک شایانی به پژوهشگرانی می‌کند که برای انجام پژوهش جدید به این اطلاعات نیاز دارند

تازه های تحقیق

از آن جا که استفاده از روش‌های آموزشی فعال برعکس آموزش‌های سنتی باعث ایجاد انگیزه بیشتر در دانش‌آموزان و در نتیجه یادگیری بهتر می‌شود، بنابراین استفاده از بازی‌پردازی در آموزش به جهت اینکه این پدیده تکنیکی جهت افزایش انگیزه و درگیری مخاطبان است، بسیار مورد توجه پژوهشگران در حوزه آموزش قرار گرفته است.

در پژوهش حاضر و با جستجو در پایگاه اطلاعاتی وب آف ساینس تعداد 4622 مقاله در زمینه بازی‌پردازی در آموزش موجود بود که طی سه مرحله غربالگری تعداد 770 مقاله در حوزه مورد مطالعه به دست آمد. آمار و ارقام نشان‌دهنده این است که تعداد مقالات چاپ شده در این حوزه بسیار زیاد است و این نشان از اهمیت بازی‌پردازی در حوزه آموزش دارد. از سال 2012 نیز روند رشد مقالات قابل توجه بوده است؛ هر چند بیشترین میزان مطالعات مربوط به سال‌های 2023 و 2024 بوده است که نشان‌دهنده میزان علاقه پژوهشگران به تحقیق در این زمینه می‌باشد. بنابراین نیاز است که در شیوه‌های آموزشی هم تغییراتی ایجاد شود و فرایند آموزش هم به یک فرایند فعال و اثربخش تبدیل گردد.

موضوعات استخراج شده در این پژوهش و پژوهش‌های مرتبط نشان می‌دهد که به کارگیری بازی‌پردازی در آموزش باعث افزایش انگیزه، مشارکت، تعامل و اثربخشی بیشتر یادگیری می‌شود.

شبکه هم‌تألیفی ترسیم شده از نویسندگان در حوزه بازی‌پردازی در آموزش نشان داد از میان 2446 نویسنده، 61 نویسنده دارای همکاری علمی قوی‌تری نسبت به بقیه بودند. از میان این نویسندگان رودریگز و ایزوتانی دارای بالاترین میزان هم‌تألیفی با نویسندگان دیگر می‌باشند.

کلیدواژه‌ها


عنوان مقاله [English]

Analyzing the Intellectual Paradigm and Scientific Mapping of International Researches in the Area of Gamification in Education

نویسندگان [English]

  • Fatemeh Heidari 1
  • Seyed Mohammadbagher Jafari 2
  • Seyfollah Fazlollahi Qomshi 3
1 Ph.D. student in, Department of Educational Sciences, Islamic Azad University, Qom Branch, Qom, Iran
2 Associate Professor, Department of Industry and Technology Management, Faculty of Management and Accounting, Farabi College, University of Tehran, Qom, Iran
3 Associate Professor, Department of Educational Sciences, Islamic Azad University, Qom Branch, Qom, Iran
چکیده [English]

In this article, with the aim of better understanding the various topics examined in scientific productions in the area of gamification in education, articles published in prestigious international journals, the extent of scientific collaborations between researchers, and the affinity of scientific topics based on vocabulary were evaluated. Accordingly, a systematic study of all research articles published in the Web of Science database between 2012 and 2024 was conducted, and data analysis was performed using VOS viewer software version 11.6.1. For data analysis, the selected studies were examined in terms of the year of research, most prolific authors, co-authorship of authors, and use of keywords. Based on the results, the year in which the most research was conducted, was determined. In addition, the authors who conducted the most research were identified and introduced. In the section on frequently used keywords, word gamification was identified as the most frequently used word in the articles. A comprehensive review of articles published in the Web of Science database, as well as a review of the most important authors, articles, and keywords in this field, provides significant assistance to researchers who need this information to conduct new research.

کلیدواژه‌ها [English]

  • gamification
  • intellectual paradigm
  • scientific mapping
  • education
  • research
Al Ghozali, M. I., Mustoip, S., & Sulkhah, S. (2024). The Role of Gamification Methods in Increasing Creativity and Innovation of Elementary School Students in the Digital Era. JPS: Journal of Primary School1(2). 21-27.
 Area-Moreira, M., Hernández-Rivero, V., & Sosa-Alonso, J. J. (2016). Modelos de integración didáctica de las TIC en el aula. Comunicar: Revista Científica de Comunicación y Educación24(47), 79-87.‏ http://dx.doi.org/10.3916/C47-2016-08
Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & education83, 57-63.‏ https://doi.org/10.1016/j.compedu.2014.12.012
Area Moreira, M. and González González, C.S. (2015). From teaching with textbooks to learning in gamified online spaces (English translation). Educatio, 33, 15.
Arias-Chávez, D., Luy-Montejo, C. A., Inga, Z. M. C., & Uribe-Hernández, Y. C. (2022). Gamification as a resource in education. A bibliometric analysis in times of pandemic. Journal of Pharmaceutical Negative Results, 268-276. DOI: 10.47750/pnr.2022.13.S03.043 ‏
Arkün Kocadere, S., and Samur, Y. (2016). From Game to Gamification In A. İşman, H. F. Odabaşı, & B. Akkoyunlu (Eds.), Educational Technology Readings 2016.397-415.
Bani Amerian, S., & Esmaili Gojar, S. (2022). The role of gamification in learning. Educational Psychology, 17(62), 107-130.[In Persian]. DOI: 10.22054/jep.2022.58370.3266
Bassanelli, S., Vasta, N., Bucchiarone, A., and Marconi, A. (2022). Gamification for behavior change: A scientometric review. Acta Psychologica228, 103657. https://doi.org/10.1016/j.actpsy.2022.103657
Bagher Khatibi, M., Badeleh, A., & Khodabandelou, R. (2021). A bibliometric analysis on the research trends of gamification in higher education: 2010-2020. The New Educational Review65, 17-28.‏ DOI: 10.15804/tner.2021.65.3.01
Batooli, Z., Nakhoda,M., Fahimifar, S., and  Fahimnia, F. (2020). Subject Map Of Game in libraries articles in the Scopus database. Scientometries Research Journal, 6(1), 21-40.[In Persian]. DOI:10.22070/rsci.2018.642
Ccoa, N. M. Q., Choquehuanca, M. E. F., & Paucar, F. H. R. (2023). An application of the Quizizz Gamification tool to improve motivation in the evaluation of elementary school students. Educational assessment, 2(4).‏ doi: 10.18178/ijiet.2023.13.3.1837
Chen, P. Y., Hwang, G. J., Yeh, S. Y., Chen, Y. T., Chen, T. W., & Chien, C. H. (2021). Three decades of game-based learning in science and mathematics education: an integrated bibliometric analysis and systematic review. Journal of Computers in Education, 1-22.‏ DOI:10.1007/s40692-021-00210-y
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining gamification. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments. 9-15 doi:10.1145/2181037.2181040
Da Rocha Seixas, L., Gomes, A. S., & de Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58. 48-63.‏ DOI: 10.1016/j.chb.2015.11.021
Ertemsir, E., & Bal, Y. (2012). An interactive method for hr training: managers as simulation players. Procedia-Social and Behavioral Sciences, 31. 870-874.‏ DOI:10.1016/j.sbspro.2011.12.159
Ghasemi Arganeh, M., Pour Roustaei Ardakani, S., Mohseni Ezhieh, A., & Fathabadi, R. (2021). The effectiveness of gamification-based education in academic motivation of students with intellectual disabilities. Journal of Educational Technology. 3(15), 429-438. [In Persian]. http://dx.doi.org/10.22061/jte.2019.4980.2147
Guerrero-Alcedo, J. M., Espina-Romero, L. C., & Nava-Chirinos, Á. A. (2022). Gamification in the university context: bibliometric review in Scopus (2012-2022). International Journal of Learning, Teaching and Educational Research21(5), 309-325.‏ https://doi.org/10.26803/ijlter.21.5.16
Haji Morad, S. (2016). Investigating the readiness of undergraduate students of the Faculty of Management, University of Tehran, to accept gamification in order to improve the level of learning [Master's thesis, University of Tehran]. Tehran. [In Persian].
Huang, B., & Hew, K. F. (2015). Do points, badges and leaderboard increase learning and activity: A quasi-experiment on the effects of gamification. In Proceedings of the 23rd international conference on computers in education. 275-280.
Jankovic SM. (2021). “Low Sensitivity and Specificity of Existing Bibliometric Indices Gives Unrealistic Picture of an Author's Contribution to Science”, Acta Inform Med, 29(1), 69-70. doi: 10.5455/aim.2021.29.69-70. PMID: 34012217; PMCID: PMC8116069.
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education.
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022
Lozano-Rodríguez, A., García-Vázquez, F., Zubieta-Ramírez, C., & Lopez-Cruz, C. (2020). Competencies associated with semester I and its relationship to academic performance. Higher Education, Skills and Work-Based Learning, 10(2), 387-399.‏ DOI 10.1108/HESWBL-07-2019-0092
Lee, J. J., and Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic Exchange. Quarterly, 15(2), 146.
Li, S., Yamaguchi, S., Sukhbaatar, J., & Takada, J. I. (2019). The influence of teachers’ professional development activities on the factors promoting ICT integration in primary schools in Mongolia. Education Sciences, 9(2), 78. DOI:10.3390/educsci9020078 ‏
López-Belmonte, J., Parra-González, M. E., Segura-Robles, A., & Pozo-Sánchez, S. (2020). Scientific mapping of gamification in web of science. European Journal of Investigation in Health, Psychology and Education, 10(3), 832-847.‏ DOI:10.3390/ejihpe10030060
Makhija, A., Jha, M., Richards, D., & Bilgin, A. (2021). Use of gamification to enhance curiosity and engagement through feedback strategies. ASCILITE Publications, 137-142.‏ . https://doi.org/10.14742/ascilite2021.0118
Mirmousi, S. Moinuddin, M. & Nayebzadeh, S. (2021). Analysis of the intellectual paradigm and drawing a scientific map of international research on personal branding in the field of accounting, Management Accounting, 30(49), 29-44. [In Persian].
Maldonado Berea, G. A., Garcia Gonzalez, J., & Esther Sampedro-Requena, B. (2019). The effect of ICT and social networks on university students. Ried-Revista Iberoamericana De Educacion A Distancia, 22(2), 153-176.‏
Mora-Gonzalez, J., Pérez-López, I. J., Esteban-Cornejo, I., & Delgado-Fernández, M. (2020). A gamification-based intervention program that encourages physical activity improves cardiorespiratory fitness of college students:‘The Matrix rEFvolution Program’. International journal of environmental research and public health, 17(3), 877.‏ DOI:10.3390/ijerph17030877
Martí-Parreño, J., Méndez‐Ibáñez, E., & Alonso‐Arroyo, A. (2016). The use of gamification in education: a bibliometric and text mining analysis. Journal of computer assisted learning, 32(6), 663-676.‏ https://doi.org/10.1111/jcal.12161
Majuri, J., Koivisto, J., & Hamari, J. (2018). Gamification of education and learning: A review of empirical literature. In Proceedings of the 2nd international GamiFIN conference, GamiFIN 2018. CEUR-WS.‏
Merchán-Fernández, J.A. (2018). Bibliometric Analysis of the Scientific Production in Gamification and Serious Games Indexed in Scopus [Doctoral dissertation, University of León]. León.
Nikolopoulou, K., Akriotou, D., & Gialamas, V. (2019). Early reading skills in english as a foreign language via ict in greece: early childhood student teachers’ perceptions. Early Childhood Education Journal47, 597-606.‏ DOI:10.1007/s10643-019-00950-8
Nadi-Ravandi, S., & Batooli, Z. (2022). Gamification in education: A scientometric, content and co-occurrence analysis of systematic review and meta-analysis articles. Education and Information Technologies27(7), 10207-10238.‏ https://doi.org/10.1007/s10639-022-11048-x
Ndlovu, T. N., and Mhlongo, S. (2020). An investigation into the effects of gamification on students’ situational interest in a learning environment. In 2020 IEEE Global Engineering Education Conference (EDUCON). 1187-1192.
Ouariachi, T., Li, C. Y., & Elving, W. J. (2020). Gamification approaches for education and engagement on pro-environmental behaviors: Searching for best practices. Sustainability, 12(11), 4565.‏ DOI:10.3390/su12114565
Parra-González, M. E., Lopez Belmonte, J., Segura-Robles, A., & Fuentes Cabrera, A. (2020). Active and emerging methodologies for ubiquitous education: Potentials of flipped learning and gamification. Sustainability12(2), 602.‏ DOI:10.3390/su12020602
Pisabarro Marrón, A.M and Vivaracho, C.E. (2018). Gamification in the classroom: programming gymkhana (English translation). ReVisión, 11, 85–93.
Pozo Sánchez, S., López Belmonte, J., Fuentes Cabrera, A., & López Núñez, J. A. (2020). Gamification as a methodological complement to flipped learning—an incident factor in learning improvement. Multimodal Technologies and Interaction4(2), 12.‏ DOI:10.3390/mti4020012
Rodríguez, I., Puig, A., Tellols, D., & Samsó, K. (2020). Evaluating the effect of gamification on the deployment of digital cultural probes for children. International journal of Human-Computer studies, 137, 102395.‏ https://doi.org/10.1016/j.ijhcs.2020.102395
Sappaile, B. I. (2024). The Impact of Gamification Learning on Student Motivation in Elementary School Learning. Scientechno: Journal of Science and Technology, 3(2), 184-196. . https://doi.org/10.55849/Scientechno.v1i1.1
Sadeghi Saeedabadi, M & Taleb, Z. (2024). Investigating the effect of gamification on students' motivation and learning. Journal of Information and Communication Technology in Educational Sciences, 19(56), 33-.51.‏ [In Persian].
Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in human behavior, 69, 371-380.‏ https://doi.org/10.1016/j.chb.2016.12.033
Swacha, J. (2021). State of research on gamification in education: A bibliometric survey. Education Sciences, 11(2), 69. https://doi.org/10.3390/educsci11020069 ‏
Schöbel, S., Saqr, M., & Janson, A. (2021). Two decades of game concepts in digital learning environments–A bibliometric study and research agenda. Computers & Education173, 104296. https://doi.org/10.1016/j.compedu.2021.104296
Tyni, J., Tarkiainen, A., López-Pernas, S., Saqr, M., Kahila, J., Bednarik, R., & Tedre, M. (2022). Games and rewards: A scientometric study of rewards in educational and serious games. IEEE Access, 10, 31578-31585.‏ DOI:10.1109/ACCESS.2022.3160230
Torabi, S. S., Mohammadifar, M. A., Khosrowi, M., Shayan, N., & Mohammad Jani, H (2013). Investigating the role of math anxiety on performance in math lessons and the role of gender. Journal of Educational Technology (Technology and Education), 7(3), 204-199.[In Persian].
Trinidad, M., Ruiz, M., & Calderon, A. (2021). A bibliometric analysis of gamification research. IEEE Access, 9, 46505-46544.‏ DOI: 10.1109/ACCESS.2021.3063986
Werbach, K., and Hunter, D. (2012). For the win: how game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
Yılmaz, E. A. (2015). Gamification (1st ed.). Abaküs Publishing.
Yaşar, H., Kıyıcı, M., and Karatas, A. (2020). The views and adoption levels of primary school teachers on gamification, problems and possible solutions. Participatory Educational Research7(3), 265-279.‏ http://dx.doi.org/10.17275/per.20.46.7.3
Yıldırım, İ. (2017). Students’ perceptions about gamification of education: A Q-method analysis. Egitim ve Bilim42(191).‏ DOI: 10.15390/EB.2017.6970
Yazdi, A., Karimi, A., & Mystakidis, S. (2024). Gamification in Online Education: A Visual Bibliometric Network Analysis. Information15(2), 81.‏ https://doi.org/10.3390/info15020081
Zourmpakis, A. I., Papadakis, S., & Kalogiannakis, M. (2022). Education of preschool and elementary teachers on the use of adaptive gamification in science education. International Journal of Technology Enhanced Learning14(1), 1-16.‏ DOI:10.1504/IJTEL.2022.120556
Zichermann, G. and Cunningham, C. (2011). Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps, 1st ed., M. Treseler, Ed. Sebastopol, California, USA: O’Reilly Media.
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational research review30, 100326.‏ https://doi.org/10.1016/j.edurev.2020.100326