نوع مقاله : مقاله پژوهشی
نویسنده
گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889- 14665، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Background and Objective: This study employs a qualitative approach based on Grounded Theory to develop a conceptual model for identifying and explaining the key factors, strategies, and outcomes of game-based learning in chemistry education. Materials and Methods: The key indicators and components of this educational approach have been systematically identified through the analysis of the participants' perspectives. Data were collected via semi-structured interviews with 15 experts knowledgeable in gamification, using purposive and snowball sampling until theoretical saturation was achieved. The data analysis followed the Strauss and Corbin approach, involving open, axial, and selective coding processes. Findings: The findings led to the development of a model that categorizes the key factors influencing chemistry learning and illustrates the dynamic relationships among them. The study highlights the importance of an optimal balance between education and entertainment, demonstrating that transforming abstract concepts into narrative-driven games can enhance student engagement and learning, providing a foundation for designing effective educational tools. Conclusion: Gamification enhances the learning process by creating an interactive, motivating environment. Through rewards, competition, and engagement, it promotes deeper understanding, retention of material, and strengthens students' problem-solving and creative thinking skills. The conceptual model presented in this research provides a framework for designing educational games in chemistry and improving game-based learning methods. By bridging the gap between general gamification theories and the specific needs of chemistry education, this model contributes to the design of more effective learning experiences in this field.
کلیدواژهها [English]
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