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The Effectiveness of Teaching Moral Values through Gamification on the Moral Sensitivity and Academic Ethics of Male Students in the Third-Grade of Elementary school
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Mohammad Farhadi bastam1    , Farzaneh Mikaeli Manee *2 |
1- Urmia University
2- Urmia University , f.michaelimanee@urmia.ac.ir |
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Abstract: (896 Views) |
Objective: This research was conducted to investigate the effectiveness of teaching moral values through gamification on the moral sensitivity and academic ethics of the third-grade male students of the Anzal Urmia region in the academic year 2023 - 2024.
Method: A quasi-experimental study with a pre-test-post-test design and a control group (unbalanced group design) was used to achieve the goal. The statistical population of the study consisted of all third-grade male students in Anzal district of Urmia in the academic year 2023-2024, which numbered 208. Among them, a third-grade class of 16 students was selected as the experimental group and a third-grade class of 16 students was selected as the control group for the study using non-random sampling. An 8-session experimental program for the gamification training group was designed and implemented over 4 weeks. This program was developed according to the books Educational Games for Developing Moral Traits by Keshani and Abedi Darche (2017) and Gamification in Learning and Teaching by Sangkyun, Kibong, Barbara & Burton, 2018, as well as the theories of gamification in learning and teaching and elements of gamification (2012) (Werbach & Hunter, 2012). In order to validate the content, the training program was provided to ten educational psychology experts to validate the training program based on their experiences and opinions. The content validity ratio (CVR) index for the training program was 0.73, which is an acceptable value when compared with the acceptable value based on the Lavish method, which is at least 0.62 for ten people. Accordingly, the program was approved and implemented. To collect information from the Moral Sensitivity Questionnaire (Narvaez, 2001) and the Academic Ethics Golparvar (2010) was used. Data were analyzed at two levels of descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (covariance analysis) using SPSS software version 27.
Results: The statistical analysis findings showed that moral values training had a significant and positive effect on the dependent variables, and the group effect increased the mean of the moral sensitivity variable by 5.78 units and the mean of the academic ethics by 2.49 units, which means that 51% of the variance or changes in moral sensitivity and 43% of the variance or changes in academic ethics are due to the effect of the independent variable or moral values training.
Conclusion: Based on the research findings, it can be concluded that the program of teaching moral values through gamification improves and increases students' moral sensitivity and academic ethics. |
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| Keywords: Academic ethics, Moral values, Gamification, Moral sensitivity |
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Full-Text [PDF 1720 kb]
(214 Downloads)
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Type of Study: Applicable |
Subject:
Special- quantitative
Received: 2024/07/16 | Revised: 2025/02/12 | Accepted: 2024/09/13 | ePublished ahead of print: 2024/10/14 | Published: 2025/02/14 | ePublished: 2025/02/14
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