درخت حوزه‌های تخصصی

The aim of the present study was to investigate the effects and consequences of using educational media games on the quality of students' learning. In this study meta-synthesis method was used and in the first stage, articles which were related to the research topic were collected from valid and reliable databases and reference books. In the second stage, using open, axial and selective coding, a mind map was drawn from the coding themes. In general, 5 books, 2 theses, 53 articles and 1 report were studied in this research, of which 34 articles, and 1 report were used as the main samples of the study. Based on the findings, among the collected themes, 5 were identified as the main themes and 27 as the secondary themes. The main themes included the necessity of using educational media games, positive aspects of using educational media games, ways of positive impact of using educational media games on the quality of learning, aspects and ways of negative impact of using educational media games, and solutions to overcome the negative aspects of using educational media games. The data obtained revealed that using educational media games has positive effects on the quality of the students’ learning. Therefore, it can be concluded that if a person has the necessary literacy and knowledge, various solutions will be presented for the efficient implementation of educational media games in the classroom. These solutions included the points which were related to the teachers, learners, parents, solutions in game production to create fluidity, solutions in game production to create flexibility, solutions in game production to create novelty and originality, and solutions to eliminate/reduce students’ physical problems.

of flipped classroom with Jigsaw method on students' learning and academic engagement of seventh grade students in Persian literature course. The method of the present study was experimental and the educational operation was performed in three experimental groups (1- The combination of flipped classroom and jigsaw 2- flipped classroom 3- jigsaw method) and the usual method in the control group for eight sessions. The statistical population of the study was all seventh-grade students of the first secondary school in Karaj, in the academic year of 2020-21. From the statistical population, 100 students were selected voluntarily by available sampling method and randomly assigned to the groups. The research instruments were Zarang Academic Involvement Questionnaire (2012) and researcher-made learning test. ANCOVA, ANOVA and MANCOVA tests were used to analyze the data. The results of the analysis showed that the combination of flipped classroom and jigsaw was effective in promoting learning (sig=0.012) and academic engagement (sig=0.001). The flipped classroom method was not effective in students' learning (sig=0.894) and academic engagement (sig = 0.970). Jigsaw method, not effective in promoting learning (sig = 0.783), but was able to significantly engage learners in educational activities (sig = 0.001).