تأثیر ارزشیابی مبتنی بر بازی‌وارسازی بر سواد هوش مصنوعی و تفکر سطح بالا در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسنده

دکتری تکنولوژی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه علامه طباطبائی، تهران، ایران

10.22084/j.psychogy.2025.30806.2778

چکیده

هدف: در عصر حاضر، هوش مصنوعی به طور فزاینده‌ای در جنبه‌های مختلف زندگی بشر نفوذ کرده و در محیط‌های آموزشی نیز به‌عنوان یک ابزار قدرتمند مطرح شده است. همزمان، اهمیت توسعه سواد هوش مصنوعی و تقویت مهارت‌های تفکر سطح بالا در دانشجویان برای مواجهه با چالش‌های دنیای پیچیده کنونی بیش از پیش احساس می‌شود. هدف پژوهش حاضر تأثیر ارزشیابی مبتنی بر بازی‌وارسازی بر سواد هوش مصنوعی و تفکر سطح بالا در دانشجویان است.
روش: روش تحقیق نیمه‌آزمایشی از نوع طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانشجویان دانشگاه بین‌المللی چابهار بود که با روش نمونه‌گیری در دسترس 50 نفر (25 نفر گروه آزمایش و 25 نفر گروه کنترل) به‌عنوان نمونه انتخاب شدند و در دو گروه آزمایش و کنترل قرار گرفتند. ابزار گردآوری داده‌ها شامل پرسشنامه 32 سؤالی سواد هوش مصنوعی نگ و همکاران (2023) و 7 سؤالی تفکر سطح بالا سرمد و همکاران (1390) بود.
یافته‌ها: داده‌ها با استفاده از تحلیل کوواریانس تجزیه و تحلیل شدند. یافته‌های پژوهش نشان داد ارزشیابی بازی‌وارسازی شده مبتنی بر هوش مصنوعی بر سواد هوش مصنوعی تأثیر دارد (39.85=P<0.05 ،F). ارزشیابی بازی‌وارسازی شده مبتنی بر هوش مصنوعی بر بعد عاطفی، رفتاری، شناختی و اخلاقی دانشجویان تأثیر دارد (10.59=P<0.05 ،F). ارزشیابی بازی‌وارسازی شده مبتنی بر هوش مصنوعی بر تفکر سطح بالا تأثیر دارد (12.31=P<0.05 ،F).
نتیجه‌گیری: یافته‌های این پژوهش به وضوح نشان می‌دهد که استفاده از ارزشیابی بازی‌وارسازی شده مبتنی بر هوش مصنوعی، ابزاری مؤثر در ارتقای سواد هوش مصنوعی و توسعه تفکر سطح بالای دانشجویان است. این تأثیر مثبت می‌تواند ناشی از جذابیت و تعاملی بودن عناصر بازی‌وارسازی در کنار قابلیت‌های هوشمندانه هوش مصنوعی در ارائه بازخورد شخصی‌سازی شده و چالش‌های متناسب با سطح یادگیری دانشجویان باشد. بنابراین، می‌توان نتیجه گرفت که ادغام این نوع ارزشیابی در فرآیندهای آموزشی می‌تواند به تربیت نسلی از دانشجویان با درک عمیق‌تر از هوش مصنوعی و توانایی‌های شناختی پیشرفته‌تر کمک کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Impact of Gamified Assessment on Artificial Intelligence Literacy and Higher-Order Thinking in Students

نویسنده [English]

  • Maryam Rajabiyan Dehzireh
Ph.D. in Educational Technology, Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University, Tehran, Iran
چکیده [English]

Objective: In the current era, artificial intelligence (AI) has increasingly permeated various aspects of human life and has also emerged as a powerful tool in educational environments. Simultaneously, the importance of developing AI literacy and strengthening higher-order thinking skills in students to face the challenges of today's complex world is increasingly felt. 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 (ANCOVA). The findings revealed that AI-based gamified assessment had a significant effect on AI literacy (F = 39.85, p<0.05). Moreover, AI-based gamified assessment significantly influenced the emotional, behavioral, cognitive, and ethical dimensions of students (F = 10.59, p <0.05). Additionally, the results indicated that AI-based gamified assessment had a significant effect on higher-order thinking (F = 12.31, p<0.05).
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]

  • Gamified Assessment
  • Artificial Intelligence Literacy
  • Higher-Order Thinking
  • Students

مراجع

Akgun, S., & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(3), 431-440. https://doi.org/10.1007/s43681-021-00096-7
Albrecht, S., Bonti, A., Dhaliwal, J., Giaimo, F. M., Von Känel, J., Pandey, S., ... & Wang, Y. (2014). Smarter financial life: rethinking personal financial planning. IBM journal of research and development, 58(4), 1-10. https://doi.org/10.1147/JRD.2014.2329384
Alizadeh Derakhshi, S., Hatami, J., Sajadi, S. M. & Azimi, E. (2024). Providing a framework for designing digital educational games to promote the critical thinking of Students. Journal of Modern Psychological Researches, 18(72), 209-216. https://doi.org/10.22034/jmpr.2024.17342 [in Persian]
Alam, A. (2022, April). A digital game based learning approach for effective curriculum transaction for teaching-learning of artificial intelligence and machine learning. In 2022 international conference on sustainable computing and data communication systems (ICSCDS) (pp. 69-74). IEEE. https://doi.org/10.1109/ICSCDS53736.2022.9760932
Aljraiwi, S. (2019). Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students. International Journal of Education and Practice, 7(3), 242-257. https://doi.org/10.18488/journal.61.2019.73.242.257
Alt, D., & Raichel, N. (2020). Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study. International Journal of Educational Research, 101, 1-14. https://doi.org/10.12688/f1000research.124884.2
Angelelli, C. V., Ribeiro, G. M. de C., Severino, M. R., Johnstone, E., Borzenkova, G., & da Silva, D. C. O. (2023). Developing critical thinking skills through gamification. Thinking Skills and Creativity, 49, 101354. https://doi.org/10.1016/j.tsc.2023.101354
Artika, W., & Nurmaliah, C. (2023). Improving Critical Thinking Skills Through Higher Order Thinking Skills (HOTS)-Based Science. International Journal of Instruction, 16(4), 283-296. https://doi.org/10.29333/iji.2023.16417a
Asigigan, S. I., & Samur, Y. (2021). The Effect of Gamified STEM Practices on Students' Intrinsic Motivation, Critical Thinking Disposition Levels, and Perception of Problem-Solving Skills. International Journal of Education in Mathematics, Science and Technology, 9(2), 332-352. https://doi.org/10.46328/ijemst.1157
Biagini, G., Cuomo, S., & Ranieri, M. (2024). Developing and validating a multidimensional AI literacy questionnaire: Operationalizing AI literacy for higher education. In D. Schicchi, D. Taibi, & M. Temperini (Eds.), Proceedings of the First International Workshop on High-performance Artificial Intelligence Systems in Education. Rome.
Chiu, T. K., Meng, H., Chai, C. S., King, I., Wong, S., & Yam, Y. (2021). Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum. IEEE Transactions on Education, 65(1), 30-39. https://doi.org/10.1109/TE.2021.3085878
Hsu, T. C., Abelson, H., Lao, N., Tseng, Y. H., & Lin, Y. T. (2021). Behavioral-pattern exploration and development of an instructional tool for young children to learn AI. Computers and Education: Artificial Intelligence, 2, 100012. https://doi.org/10.1016/j.caeai.2021.100012
Ruíz-Chávez, M. N. & Terrones-Marreros, M. A. (2023). Gamification in the development of critical thinking in primary school children. Interdisciplinary Peer-Reviewed Journal Koinonia, 8(Suppl. 2), 51-66. https://doi.org/10.35381/r.k.v8i2.2861
Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019). Envisioning AI for K-12: What should every child know about AI? Proceedings of the AAAI Conference on Artificial Intelligence, 33(1), 9795-9799. https://doi.org/10.1609/aaai.v33i01.33019795
Attali, Y., & Arieli-Attali, M. (2015). Gamification in assessment: Do points affect test performance? Computers & Education, 83(7), 57-63. https://doi.org/10.1016/j.compedu.2014.12.012
Bourke, B. (2019). Using gamification to engage higher-order thinking skills. In Handbook of research on promoting higher-order skills and global competencies in life and work (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-7998-3022-1.ch033
Casal-Otero, L., Catala, A., Fernández-Morante, C., Taboada, M., Cebreiro, B., & Barro, S. (2023). AI literacy in K-12: A systematic literature review. International Journal of STEM Education, 10(1), 29. https://doi.org/10.1186/s40594-023-00418-7
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, 14 (4), 102496.v. https://doi.org/10.1016/j.ijhcs.2020.102496
Chapman, J. R., & Rich, P. J. (2018). Does educational gamification improve students' motivation? If so, which game elements work best? Journal of Education for Business, 93(7), 315-322. https://doi.org/10.1080/08832323.2018.1490687
Chen, P.Z., Chang, T.C.; and Wu, C.L. (2020). Effects of gamified classroom management on the divergent thinking and creative tendency of elementary students. Thinking Skills and Creativity, 100664(36), 1-33. https://doi.org/10.1016/j.tsc.2020.100664
Dehghanzadeh, H. , Ahmadigol, J. and Dehghanzadeh, H. (2023). The effect of the gamified learning environment on the improvement of creative thinking among undergraduate students in the university unit of Thinking Teaching. University Textbooks; Research and Writting, 27(52), 223-242. https://doi.org/10.30487/rwab.2023.1995719.1557 [in Persian]
Bećirović, S., Polz, E., & Tinkel, I. (2025). Exploring students' AI literacy and its effects on their AI output quality, self-efficacy, and academic performance. Smart Learning Environments, 12(1), 29-47. https://doi.org/10.1186/s40561-025-00384-3
Khademizadeh, S., & Shekari, M. R. (2025). Artificial intelligence literacy: The necessity of curriculum transformation and the role of librarians in teaching it. Journal of Information Processing and Management, 40(3), 825-864. https://doi.org/10.22034/jipm.2025.2047608.1869 [in Persian]
Mansoor, H. M. H., Bawazir, A., Alsabri, M. A., Alharbi, A., & Okela, A. H. (2024). Artificial intelligence literacy among university students-a comparative transnational survey. Frontiers in Communication, 9, Article 1478476. https://doi.org/10.3389/fcomm.2024.1478476
Rajabiyan Dehzireh, M. (2024). AI literacy for 21st-century learners: A framework for assessment and validation. Journal of Intelligent Processing and Multimedia Systems, 5(2), 137-162. https://sanad.iau.ir/fa/Article/1190214 [in Persian]
Ziaei, S. (2025). Evaluation of artificial intelligence literacy among medical residents at Mashhad University of Medical Sciences. Digital and Smart Libraries Researches, 12(1), 1-18. https://doi.org/10.30473/mrs.2025.74569.1630 [in Persian]
Druga, S., Vu, S. T., Likhith, E., & Qiu, T. (2019). Inclusive AI literacy for kids around the world. In Proceedings of FabLearn 2019 (pp. 104-111). ACM Publishing. https://doi.org/10.1145/3311890.3311904
Eslami, M., Mahdavinasab, Y., Khoshneshin, Z., & Modarressi Saryazdi, A. (2023). The Effect of Gamification in Flipped Classroom on the Critical Thinking of Female Child Trainer Students in Yazd Technical and Vocational College. Journal of Educational Psychology Studies, 20(51), 18-1. https://doi.org/10.22111/jeps.2023.44059.5248 [in Persian].
Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272. https://doi.org/10.1016/j.compedu.2018.06.018
Huang, Y.-M., Silitonga, L. M., & Wu, T.-T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183, 104494. https://doi.org/10.1016/j.compedu.2022.104494
Jodoi, K., Takenaka, N., Uchida, S., Nakagawa, S., & Inoue, N. (2021). Developing an active-learning app to improve critical thinking: item selection and gamification effects. Heliyon, 7(11), e08256. https://doi.org/10.1016/j.heliyon.2021.e08256
Kadaruddin, K. (2023). Empowering education through Generative AI: Innovative instructional strategies for tomorrow's learners. International Journal of Business, Law, and Education, 4(2), 618-625. https://doi.org/10.56442/ijble.v4i2.215
Kaya, O. S., & Ercag, E. (2023). The impact of applying challenge-based gamification program on students' learning outcomes: Academic achievement, motivation and flow. Education and Information Technologies, 28(8), 10053-10078. https://doi.org/10.1007/s10639-023-11585-z
Kollo, F. L., Bani, M. D., & Mahfud, T. (2024). The Effect of Gamification Using Kahoot on Students' Critical Thinking Abilities: The Role of Mediating Learning Engagement and Motivation. Educational Administration: Theory and Practice, 30(5), 953-963.‏ https://doi.org/10.53555/kuey.v30i5.1524
Kubin, L. (2020). Using an escape activity in the classroom to enhance nursing student learning. Clinical Simulation in Nursing, 47, 52-56 14. https://doi.org/10.1016/j.ecns.2020.07.007
Laupichler, M. C., Aster, A., and Schirch, J. (2022). Artificial intelligence literacy in higher and adult education: A scoping. Computers and Education: Artificial Intelligence. 3, 100101.
https://doi.org/10.1016/j.caeai.2022.100101
Laupichler, M. C., Aster, A., Haverkamp, N., & Raupach, T. (2023b). Development of the "scale for the assessment of non-experts' AI literacy"-an exploratory factor analysis. Computers in Human Behavior Reports. 12: 100338. https://doi.org/10.1016/j.chbr.2023.100338
Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, 144, 102496.
Li, X., & Chu, S. K. W. (2021). Exploring the effects of gamification pedagogy on children's reading: A mixed-method study on academic performance, reading-related mentality and behaviors, and sustainability. British Journal of Educational Technology, 52(1), 160-178. https://doi.org/10.1111/bjet.13057
Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59, 249-265. https://doi.org/10.1007/s11423-011-9192-7
Long, D., Blunt, T., & Magerko, B. (2021). Co-designing AI literacy exhibits for informal learning spaces. Proceedings of the ACM on Human-Computer Interaction, 5, 1-35. https://doi.org/10.1145/3476034
Lou, J., Xiao, J., & Yu, T. (2022). The practical path of artificial intelligence for open education smart link: Reflections based on the forum on open education and lifelong learning at the world artificial intelligence conference 2022. Chinese Journal ofOpen Education Research, 28(5), 4-11.
McGonigal, J. (2015). I'm not playful; I'm gameful. In S. P. Walz, & S. Deterding (Eds.), The gameful world: Approaches, issues, applications (pp. 653-656). The MIT Press. https://doi.org/10.7551/mitpress/9788.001.0001
Mononen, A., Alamäki, A., Kauttonen, J., Klemetti, A., Passi-Rauste, A., & Ketamo, H. (2023). Forecasted self: AI-based careerbot-service helping students with job market dynamics. Engineering Proceedings, 39(1), 99. https://doi.org/10.3390/engproc2023039099
Mehraban, J. , Maghami, H. R. , Nili Ahmadabadi, M. , Younesi, J. and Talkhabi, M. (2023). The Effectiveness of the Educational Package based on Educational Neuroscience and Gamification on the Psychological Empowerment of Managers. Journal of Cognitive Strategies in Learning, 11(21), 103-121. doi: 10.22084/j.psychogy.2023.27318.2546 [in Persian]
Mohammadi, M. , Mohammdhasani, N. and Salimi, J. (2025). Investigating Educational Interventions Based on Gamification and Synectics on Creativity and Its Components in Sixth Grade Elementary School Students. Journal of Cognitive Strategies in Learning, 13(24), 21-37. doi: 10.22084/j.psychogy.2024.27881.2590 [in Persian]
Nah, F. F.-H., Telaprolu, V. R., Rallapalli, S., & Venkata, P. R. (2013). Gamification of education using computer games. In Human interface and the management of information. Information and interaction for learning, culture, collaboration and business. HIMI 2013. Springer. https://doi.org/10.1007/978-3-642-39226-9_12
Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445-8501. https://doi.org/10.1007/s10639-022-11491-w
Ng, D. T. K., Leung, J. K. L., Chu, K. W. S., and Qiao, M. S. (2021). AI literacy: Definition, teaching, evaluation, and ethical issues. Proceedings of the association for information science and technology, 58, 504-509. https://doi.org/10.1002/pra2.487
Ng, D. T. K., Leung, J. K. L., Su, M. J., Yim, I. H. Y., Qiao, M. S., & Chu, S. K. W. (2022). AI literacy in K-16 classrooms. Springer. https://doi.org/10.1007/978-3-031-18880-0
Ng, D. T. K., Xinyu, C., Leung, J. K. L., & Chu, S. K. W. (2024). Fostering students' AI literacy development through educational games: AI knowledge, affective and cognitive engagement. Journal of computer assisted learning, 40(5), 2049-2064.. https://doi.org/10.1111/jcal.13009
Ng, D. T. K., Lee, M., Tan, R. J. Y., Hu, X., Downie, J. S., & Chu, S. K. W. (2023). A review of AI teaching and learning from 2000 to 2020. Education and Information Technologies, 28(7), 8445-8501. https://doi.org/10.1007/s10639-022-11491-w
Nguyen, A., Ngo, H. N., Hong, Y., Dang, B., and Nguyen, B. P. T. (2022). Ethical principles for artificial intelligence in education. Education and information technologies, 28, 4221-4241. https://doi.org/10.1007/s10639-022-11316-w
Noroozi, O., Dehghanzadeh, H., & Talaee, E. (2020). A systematic review on the impacts of game-based learning on argumentation skills. Entertainment Computing, 35, 100369. https://doi.org/10.1016/j.entcom.2020.100369
Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28(1), 373-406. https://doi.org/10.1007/s10639-022-11122-4
Oliveira, W., Pastushenko, O., Rodrigues, L., Toda, A. M., Palomino, P. T., Hamari, J., & Isotani, S. (2021). Does gamification affect flow experience? A systematic literature review. Proceedings of the 5th International GamiFIN Conference Levi, Finland, April 7-9, 2021, 110-119. http://doi.org/10.48550/arXiv.2106.09942
Öz, E.(2023). Bibliometric analysis of research on higher order thinking loss: Turkish perspevtive. Natl. Educ. 52, 107-136. https://doi.org/10.1063/5.0210755
Panmei, B., & Waluyo, B. (2022). The pedagogical use of gamification in English vocabulary training and learning in higher education. Education Sciences, 13(1), 2-24. https://doi.org/10.3390/educsci13010024
Pinski, M., Haas, M. J., & Benlian, A. (2024). Building Metaknowledge in AI Literacy-The Effect of Gamified vs. Text-based Learning on AI Literacy Metaknowledge. Proceedings of the 57th Hawaii International Conference on System Sciences. 5164-5173. https://doi.org/10.24251/HICSS.2024.619
Radiansyah, R., Sari, R., Jannah, F., Prihandoko, Y., & Rahmaniah, N. F. (2023). Improving children's critical thinking skills in elementary school through the development of problem-basedlearning and HOTS models. International Journal of Curriculum Development, Teaching and Learning Innovation, 1(2), 52-59. https://trigin.pelnus.ac.id/index.php/Curriculum/index
Ratnawati, N., Sukamto, S., Ruja, I., & Wahyuningtyas, N. (2020). Defense of the ancients, Gamification in learning: Improvement of student's social skills. International Journal of Emerging Technologies in Learning (iJET), 15(7), 132-140. 15. https://doi.org/10.3991/ijet.v15i07.13221
Reyes, V. M., Bustillos, J. K. L., & Morales, A. G. S. (2024). Flipped classroom and learning: Determinants of postgraduate learning. YACHAQ, 7(1), 2-26. https://doi.org/10.47606/ACVEN/PH0280
Reyes, V. M., Luján, V. W. R., Rodríguez, Ó. F. S., Jiménez, J. R. R., Antepara, D. N. C., Mendoza, G. R. G., Morales, A. G. S., Bustillos, J. K. L., Farías, W. B., & Varela, R. E. P. (2023). Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality. Journal of Law and Sustainable Development, 11(11), e1441-e1441. https://doi.org/10.55908/sdgs.v11i11.1441
Reyes, V. M., Rojas Luján, V. W., Sequera Morales, A. G., & Rojas Jiménez, J. R. (2020). Learning strategies and academic performance of university students. In J. Martínez Garcés (Ed.), Avances en investigación científica. Corporación Universitaria Autónoma de Nariño, 1. 71-88.
Reynolds, R. (2016). Defining, designing for, and measuring "social constructivist digital literacy" development in learners: A proposed framework. Educational Technology Research and Development, 64(4), 735-762. https://doi.org/10.1007/s11423-015-9423-4
Robson, K., Plangger, K., Kietzmann, J. H., McCarthy, I., & Pitt, L. (2015). Is it all a game? Understanding the principles of gamification. Business Horizons, 58(4), 411-420. https://doi.org/10.1016/j.bushor.2015.03.006
Ruiz-Rojas, L. I., Acosta-Vargas, P., De-Moreta-Llovet, J., & Gonzalez-Rodriguez, M. (2023). Empowering education with generative artificial intelligence tools: Approach with an instructional design matrix. Sustainability, 15(15), 1-20. https://doi.org/10.3390/su151511524
Salazar Aguirre, D. E. & Cabrera, X. (2020). Didactic strategy to strengthen critical thinking in third grade students in Chiclayo educational institution. Tzhoecoen, 12(1), 1-9. https://doi.org/10.26495/tzh.v12i1.1240
Sanchez, D. R., Langer, M., & Kaur, R. (2020). Gamification in the classroom: Examining the impact of gamified quizzes on student learning. Computers & Education, 144, 103666. https://doi.org/10.1016/j.compedu.2019.103666
Schaaf, R. (2012). Does digital game-based learning improve student time-on-task behavior and engage- ment in comparison to alternative instructional strategies? The Canadian Journal of Action Research, 13(1), 50-64. https://doi.org/10.33524/cjar.v13i1.30
Schöbel, S. M., Janson, A., & Leimeister, J. M. (2022). Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills. Journal of Management Education, 47(2), 166-203. https://doi.org/10.1177/10525629221123287
Stoeffler, K., Rosen, Y., Bolsinova, M., & von Davier, A. A. (2020). Gamified performance assessment of collaborative problem solving skills. Computers in Human Behavior, 104, 343-347. 106036. https://doi.org/10.1016/j.chb.2019.05.033
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. https://doi.org/10.1111/jcal.12088
Su, J., and Ng, D. T. K. (2023). Artificial intelligence (AI) literacy in early childhood education: The challenges and opportunities. Computers and Education: Artificial Intelligence. 4, 100124. https://doi.org/10.1016/j.caeai.2023.100124
Su, J., Ng, D. T. K., & Chu, S. K. W. (2023). Artificial intelligence (AI) literacy in early childhood education: The challenges and opportunities. Computers and Education: Artificial Intelligence, 4, 1-14. https://doi.org/10.1016/j.caeai.2023.100124
Suárez, J. M. C., Ríos, O. R. W., Reyes, V. M., Morales, A. G. S., & Casana, P. F. D. (2024). Effects of gamification on critical thinking in elementary school students. Prohominum, 6(4), 112-122.‏ https://doi.org/10.1016/j.caeai.2023.100124
Tobias, S., Fletcher, J. D., & Wind, A. P. (2014). Game-based learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 485-503). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-3185-5_38
UNESCO. (2022). K-12 AI curricula: A mapping of government-endorsed AI curricula. https://www.unesco.org/en/articles/unesco-releases-report- mapping-k-12-artificial-intelligence-curricula
Van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297. https://doi.org/10.1016/j.compedu.2018.08.018
Wang, B., Rau, P.-L. P., and Yuan, T. (2023). Measuring user competence in using artificial intelligence: validity and reliability of artificial intelligence literacy scale. Behav. Inform. Technol. 42, 1324-1337. https://doi.org/10.1080/0144929X.2022.2072768
Werbach, K., & Hunter, D. (2022). For the win: How game thinking can revolutionize your business. Wharton Digital Press. https://archive.org/details/forwinhowgamethi0000werb
Xia, Q., Chiu, T. K., & Chai, C. S. (2022). The moderating effects of gender and need satisfaction on self-regulated learning through artificial intelligence (AI). Education and Information Technologies, 28, 1-23. https://doi.org/10.1007/s10639-022-11547-x
Yang, Y., Asaad, Y., & Dwivedi, Y. (2020). Examining the impact of gamification on intention of engagement and brand attitude in the marketing context. Computers in Human Behavior, 85, 41-49. https://doi.org/10.1016/j.chb.2017.03.066
Zainuddin, Z., Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & education, 145, 103729. https://doi.org/10.1016/j.compedu.2019.103729
Zhan, Z., Tong, Y., Lan, X., & Zhong, B. (2022). A systematic literature review of game-based learning in artificial intelligence education. Interactive Learning Environments, 1-22. https://doi.org/10.1016/j.eswa.2024.124167
Zhang, H., Lee, I., Ali, S., DiPaola, D., Cheng, Y., & Breazeal, C. (2023). Integrating ethics and career futures with technical learning to promote AI literacy for middle school students: An exploratory study. International Journal of Artificial Intelligence in Education, 33(2), 290-324. https://doi.org/10.1007/s40593-022-00293-3
Zhao, L., Wu, X., and Luo, H. (2022). Developing AI literacy for primary and middle school teachers in China: based on a structural equation modeling analysis. Sustain, For. 14, 14549. https://doi.org/10.3390/su142114549
 

فایل ها

هم رسانی

ارجاع به این مقاله

آمار