نوع مقاله : مقاله پژوهشی
نویسنده
دکتری تکنولوژی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Objective: The purpose of the present study is to investigate the impact of gamified assessment on AI literacy and higher-order thinking in students.
Methods: The research method was quasi-experimental with a pre-test/post-test control group design. The statistical population included all students of Chabahar International University, from whom a sample of 50 individuals (25 in the experimental group and 25 in the control group) was selected using convenience sampling and assigned to the experimental and control groups. The data collection tools included the 32-question Artificial Intelligence Literacy questionnaire by Ng and colleagues (2023) and the 7-question Higher-order Thinking questionnaire by Sarmad and colleagues (2011).
Results: The data were analyzed using analysis of covariance. The research findings showed that AI-based gamified assessment has an impact on students' AI literacy and higher-order thinking. AI-based gamified assessment also has an impact on the affective, behavioral, cognitive, and ethical dimensions of students.
Conclusions: The findings of this research clearly indicate that the use of AI-based gamified assessment is an effective tool in promoting AI literacy and developing higher-order thinking in students. This positive impact can be attributed to the engaging and interactive nature of gamification elements combined with the intelligent capabilities of AI in providing personalized feedback and challenges tailored to students' learning levels. Therefore, it can be concluded that integrating this type of assessment into educational processes can contribute to the development of a generation of students with a deeper understanding of AI and more advanced cognitive abilities.
کلیدواژهها [English]
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