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۱۶

چکیده

امروزه با گسترش روزافزون فنّاوری و افزایش نیازهای روانی و جسمی جوانان، توجه به ارتقای کیفیت زندگی آنان به یکی از اولویت های اجتماعی تبدیل شده است. بر این اساس، پژوهش حاضر به منظور بررسی تأثیر فعالیت های بدنی ادغام شده با گیمیفیکیشن در کیفیت اوقات فراغت دانش آموزان انجام شد. این پژوهش از نظر هدف کاربردی بود و با روش نیمه تجربی و با استفاده از پرسش نامه اوقات فراغت ابراهیمی و همکاران اجرا شد. جامعه آماری شامل دانش آموزان دختر مقطع دوره دوم متوسطه شهر اردبیل بود که 30 نفر به صورت نمونه گیری دردسترس انتخاب و به دو گروه 15 نفریِ آزمایش و کنترل تقسیم شدند. برای تجزیه وتحلیل داده ها از آزمون های پارامتریک شاپیروویلک، آنالیز واریانس دوسویه و تعقیبی بونفرونی در سطح معناداری (05/0P<) با استفاده از نرم افزار SPSS 26 استفاده شد. بررسی ها نشان داد عوامل زمان و گروه به همراه تعامل بین زمان و گروه، تأثیرات معناداری در مهارت های تصمیم گیری، آگاهی از فراغت، روابط اجتماعی و خودآگاهی داشتند. این تأثیرات به صورت آماری در تمامی مؤلفه ها با سطوح معنی داری P<0.001 و اندازه تأثیرات متغیر d=0.935)، d=0.898، d=0.934 و (d=0.937 برای مهارت تصمیم گیری، آگاهی از فراغت، روابط اجتماعی و خودآگاهی به ترتیب نشان داده شد. این یافته ها اهمیت زمان و تفاوت های بین گروه ها را در توسعه و بهبود این مهارت ها برجسته می کنند و تأکید می کنند که تعامل بین زمان و گروه نیز در این پیشرفت نقش دارد. با توجه به نتایج به دست آمده از پژوهش، نتیجه گرفته می شود که ادغام تمرینات ورزشی با گیمیفیکیشن، به طور معناداری موجب افزایش کیفیت اوقات فراغت دانش آموزان می شود

The Effect of Gamified Physical Activities on the Quality of Students' Leisure Time (Case Study: Female Secondary School Students in Ardabil City)

Today, with the increasing development of technology and the rise in psychological and physical needs among young people, attention to improving their quality of life has become one of the social priorities. Based on this, the current research was conducted to investigate the impact of physical activities integrated with gamification on students' leisure time quality. This research was applied in terms of its purpose and carried out through a semi-experimental method using the leisure time questionnaire of Ebrahimi et al. (2016). The statistical population included female high school sophomores in Ardabil city, from which 30 were selected by convenience sampling and divided into two groups of 15, experimental and control. Data analysis was performed using Shapiro-Wilk parametric tests, two-way analysis of variance, and Bonferroni's post hoc tests at a significance level of P<0.05 using SPSS 26 software. Investigations showed that time and group factors, along with the interaction between time and group, had significant effects on decision-making skills, leisure awareness, social relations, and self-awareness. These effects were statistically significant in all components with significant levels of P<0.001 and variable effect sizes (d=0.935, d=0.898, d=0.934, and d=0.937 for decision-making skills, leisure awareness, social relations, and self-awareness, respectively). These findings underscore the importance of time and differences between groups in the development and improvement of these skills and emphasize that the interaction between time and group also plays a role in this advancement. According to the results obtained from the research, it can be concluded that the integration of sports exercises with gamification significantly increases the quality of students' free time.Keywords: Gamification. Physical activity. Quality of Leisure Time 1. IntroductionSports and physical activities, integral to a healthy and active human life, significantly impact physical and mental health. With technological advancements and lifestyle changes, the significance of crafting stimulating and appealing experiences in physical activity has escalated (Safidgar and Mirzaei Kelly, 2020).Research has uncovered that children and teenagers are not optimally active and mobile, necessitating engagement in beneficial sports for health improvement and enhancement) Strode & Kaupužs, 2019). Excessive engagement with computer games by students and emulation of these games can foster tension and unhealthy behaviors. Such usage may lead to physical issues like inactivity, weight gain, medical and physical problems, and even social isolation. Hence, meticulous attention and planning in children and adolescents' use of computer games are crucial (Mahmoudi and Mahmoudi, 2015).Furthermore, focusing on physical activities and sports during leisure time can enhance children's academic performance and mental health. Individuals who incorporate physical activities into their leisure often experience better physical and mental health and enjoy improved social relationships. These activities can also diminish anxiety and boredom, thereby elevating the quality of life (Kamaruddin et al., 2023).Given the lifestyle of the current generation, employing gamification in school education is imperative today. The present generation, aged between 5 and 25, is deeply intertwined with the Internet. Children, adolescents, and young adults in universities and schools suggest that traditional education, designed for a generation raised on smartphones, tablets, and artificial intelligence, requires revision and adaptation to new technologies. Since gaming is nearly synonymous with this generation, gamification content is deemed highly suitable for capturing their attention (Tafti et al., 2021). Gamification employs engaging game methods to place its audience in enjoyable environments, thereby encouraging participation in otherwise unappealing activities. Consequently, it can be asserted that gamification holds potential in education, catering to numerous educational and learning needs. Therefore, according to the opinions of experts and the importance of leisure time, the question is raised here that the combination of elements of gamification with its effects on physical activity can also affect the quality of students' leisure time? Based on this, the aim of this research is the effect of physical activities integrated with gamification on the quality of students' leisure time. 2. Literature ReviewBitrian et al. (2020) examined the impact of game elements in gamified sports programs on the satisfaction of basic psychological needs (competence, autonomy, and relatedness) and analyzed how these needs influence intrinsic motivation. The study revealed that interacting with game elements like badges, scores, progress bars, rankings, and levels of difficulty in gamified sports applications aids in fulfilling people's fundamental psychological needs for competence, autonomy, and relatedness. According to the research, receiving badges can instill a sense of competence, as these elements signal to individuals that they possess the necessary skills to achieve their objectives. Furthermore, features such as rankings enhance a sense of relatedness, motivating users to compare their performance with others.In a related study, Koivisto and Hamari (2019) reviewed gamification in physical activities, analyzing 16 comparative studies in this field. Their findings indicated that integrating gamification with physical activities yields positive outcomes. Similarly, Shameli et al. (2017) explored the impact of gamification and competitions on physical activity by examining walking competitions through a smart mobile application. This study found that during competitions, users' average physical activity increased by 23%, a positive effect observed across genders, age groups, weight statuses, and even among previously inactive users.Zeng, Tang, and Wang (2017) discovered that gamification elements that reward participants or remind them of their progress positively affect extrinsic motivation. Conversely, elements capable of creating imaginative scenarios enhance intrinsic motivation. Moreover, gamification elements, particularly rewards and advancements, facilitate the internalization of extrinsic motivation. The studies also noted that when a task is highly complex, the influences of gamification elements on both extrinsic and intrinsic motivation are diminished, while the internalization of extrinsic motivation becomes significantly noticeable. 3. MethodologyThe current research is a quantitative and semi-experimental study utilizing a pre-test and post-test design with a control group. The statistical population comprises secondary school students from Ardabil in the academic year 1401-1402. Using a convenient sampling method, 30 individuals were selected and divided into two control groups and two experimental groups, each consisting of 15 participants. Initially, leisure and gamification questionnaires were administered to all groups as a pre-test. Following this, a gamification technique was designed and applied only to the experimental group, while the control group engaged in physical exercises without gamification elements. Comparisons were then made between the experimental group's results and those of the control group. After eight weeks, the questionnaires were administered again as a post-test to all groups.Data collection was conducted via a questionnaire designed to address the research questions and hypotheses. The quality of leisure time was measured using a standard questionnaire developed by Ebrahimi et al. (2016), which focuses on leisure time and the social factors affecting it. The validity of this questionnaire was rigorously evaluated and confirmed based on the expertise of supervisors and consultants in Ebrahimi et al.'s earlier study (2013). Its reliability was also established, achieving a Cronbach's alpha coefficient of 0.95, which demonstrates the high reliability of the questionnaire used in the current study. The questionnaire contains 64 items divided into four components: decision-making skills, leisure awareness skills, social relations skills, and self-awareness skills. Responses are scored using a five-point Likert scale ranging from "I completely disagree" to "I completely agree."Statistical analysis was performed using SPSS software, version 26. After confirming the normal distribution of the data through the Shapiro-Wilk test, two-way analysis of variance and Bonferroni's post hoc test were employed at a significance level of P<0.05. To conduct the research, the gamification approach was used in designing sports exercises for students. With the consultation of two prominent experts in this field, sports exercises were taught as games, diverging from traditional and rigid methods. Students were evaluated before and after the exercises using body analysis devices to monitor their physical changes. Gamification elements such as scoring, progression stages, and spiritual rewards were employed to create an interactive environment, encouraging students to strive harder and engage in healthy competition. All these activities were conducted under strict supervision to prevent external influences and potential errors. The classes were held over two months, with two one-hour sessions each week. 4. ResultsThe obtained results showed that there was no statistically significant difference between the average height, weight, and age of the subjects in the two groups. Cronbach's alpha for the quality of leisure time variable was more than 0.70 in both the pre-test and post-test stages for the experimental and control groups (P>0.70).The results obtained from the questionnaire indicated that the effect of the time factor on the components of decision-making skills (P<0.001; d=0.935), leisure awareness skills (P<0.001; d=0.898), social relationship skills (P<0.001; d=0.934), and self-awareness skills (P<0.001; d=0.937) had statistically significant differences.Furthermore, the effect of the group factor on the components of decision-making skills (P<0.001; d=0.914), leisure awareness skills (P<0.001; d=0.872), social relationship skills (P<0.001; d=0.981), and self-awareness skills (P<0.001; d=0.936) showed statistically significant differences. Additionally, the interaction effect of time*group on the components of decision-making skills (P<0.001; d=0.937), leisure awareness skills (P<0.001; d=0.895), social relationship skills (P<0.001; d=0.945), and self-awareness skills (P<0.001; d=0.929) also showed statistically significant differences. 5. ConclusionConsidering the results of past research and the current study, it can be stated that in today's dynamic world, the use of gamification has become one of the important tools in the sports industry. Utilizing game elements in non-game environments, such as education and health, strengthens individual motivations for learning and activity, and creates a positive and exciting experience. Gamification, with its effective combination of challenge, competition, and reward, encourages students to actively participate in activities they might otherwise be less interested in. This innovative approach provides an opportunity to develop intellectual, social, and physical skills by integrating game elements into educational and leisure activities. Through challenges and healthy competition, students are motivated to explore and learn, while rewards and achievements foster sustained motivation to continue working and improving. This combination leads to a more effective and enjoyable educational experience that can have positive effects on academic performance and physical and mental health.Research has shown that gamification can significantly improve students' physical activity and energy levels. This is especially important in an era where technology use and prolonged sitting have become daily habits. In addition to increasing physical activities, the use of gamified physical activities has positive effects on the mental health and general well-being of students. By creating spaces for social interaction and support, this approach can help reduce feelings of isolation and increase a sense of belonging. This is especially important for students who may face challenges in social communication. Gamification helps these students build self-confidence and improve their social skills by providing opportunities for personal and social success.Considering the many benefits of gamification in the fields of education and health, it is necessary for schools and parents to integrate this approach into the curriculum and leisure activities of students. This can help create dynamic and interactive learning environments where students are not only interested in learning but also care about their physical and mental health. Through effective collaboration between educators, parents, and game developers, spaces can be created where learning and health thrive simultaneously, thereby ensuring a brighter future for generations to come.

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