کارگروه اخلاق در پژوهش

Teaching critical thinking through gamification and its effect on critical thinking skills, responsibility, and attributive motivation beliefs of fifth-grade elementary students in Qazvin town.

Approved Proposals

Document Type : Original Article

Researcher

Mahyar Soleymankhani

Mahyar Soleymankhani, a master student in educational psychology at Allameh Tabataba'i University in Tehran, Iran.

https://doi.org/IR/ethics.2024.80449.1119
Ministerial Ethics Committee
In today's world, there is a growing emphasis on critical thinking over rote learning, multidimensional perspectives, and educational approaches that make critical thinking training more engaging and game-like for children. The main aim of this research is to teach critical thinking through a playful approach and its impact on the critical thinking skills, responsibility, and motivational beliefs of fifth-grade students in Qazvin. The study will be conducted using a quasi-experimental method of pre-test-post-test with a control group. The target population includes all fifth-grade boys in district 1 of Qazvin, with a sample size of 19 students in each group selected randomly. The tools utilized in this study include a 26-item standardized questionnaire by Afshin Adib Manesh (1396) for assessing critical thinking skills, a 42-item Responsibility Questionnaire by California (1987), and a questionnaire on Documentary Styles by Peterson and colleagues (1982). The intervention, conducted through a group board game approach by the researcher, will consist of 8 sessions, and the raw data collected through the questionnaires will be analyzed using the SPSS program.

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