دراسة المواقف التخيلية للطلاب في الألعاب التعليمية
دراسة حالة في مدرسة ابتدائية
DOI:
https://doi.org/10.14500/kujhss.v8n2y2025.pp545-554الكلمات المفتاحية:
الألعاب التعليمية، الهدف التمهيدي، القواعد التأسيسية، التأثير التمهيدي، انتهاكات القواعدالملخص
لقد تم دمج الألعاب بشكل متزايد في البيئات التعليمية لأنه لديها القدرة على زيادة الدافع وتنشيط فعاليات التعلم. الالعاب توفر بيئة جيدة تجعل الطلاب يتفاعلون مع بعضهم البعض ويهتمون بمشاركة النشاطات. بالرغم من ذلك، هناك بعض الامور التى يجب مراعاتها لزيادة القيمة التعليمية للألعاب. على سبيل المثال، يجب ان تنسجم بشكل صحيح مع الأهداف التعليمية المحددة مسبقًا ويجب إظهار هذه الأهداف بوضوح. بالإضافة إلى ذلك، يجب تقديم القواعد التي لا غنى عنها للألعاب بطريقة بحيث لا تترك أية فجوات. على الرغم من أن الألعاب التعليمية لها جوانب تشجع على التعلم والمشاركة، إلا أنها تحتوي أيضًا على جوانب تسبب نتائج غير مرغوب فيها في ظل ظروف تنافسية. في هذه الحالة، قد ينتهك الطلاب القواعد للفوز باللعبة. وبالتالي،هناك احتمال أن تنحرف اللعبه عن الغرض التعليمي، و تعطل النزاهة المقصودة. تؤكد هذه الدراسة على كيفية انتهاك قواعد اللعبة و المنافسة بين فئتين تلعبان لعبة تعليمية والمخاطر التي تفرضها ديناميكيات المنافسة. وبالتالي، فهي توضح كيف تنحرف الألعاب عن غرضها عندما تنحرف عن كونها أدوات تعلم تعاونية إلى اغراض تنافسية. الهدف من النتائج التي تم الحصول عليها هو إظهار العواقب السلبية للمعلمين التي يمكن أن تخلفها الألعاب التعليمية في المواقف التي تكون فيها المنافسة عالية وكيف يمكن للطلاب تجاوز القواعد الأخلاقية.
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التنزيلات
منشور
كيفية الاقتباس
إصدار
القسم
الرخصة
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