Abstract
Objective This study aimed to analyze the content of the different kinds of games and gamifications in the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks to order to make use of creative methods in teaching and create the dynamism and motivation in the learners.
Method: The method of the study was applied research in terms of purpose and a quantitative content analysis in terms of research approach. The statistical population of the study included the content of the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks, reprinted in 2021, in the primary schools, as well as the official content of the software for the student education network (SHAD) in the academic year 2021-2022. The sample of the study was equal to the statistical population and the census method was used. The study recording unit included all types of the textbooks content and instructional videos (exercises, text, and image query). The collected data were analyzed using descriptive statistics (frequency and percentage). A checklist was used to count the components of the game and gamification. Its validity was confirmed by the experts. The Holsti’s formula was used so as to ensure the reliability of the tool for measuring the content of the textbooks and videos, and the agreement percentages of 89.74% and 82.35% were obtained, respectively. The descriptive statistics and Shannon’s entropy was used to analyze the data.
Findings: The findings showed that the Hadiye Asemani textbooks with 100 frequencies related to the components of the game (85.45%) compared to the Amozesh Qur’an textbooks had paid more attention to the components of the game. The findings of reviewing and comparing the lessons in the Amozesh Qur’an and Hadiye Asemani textbooks on SHAD showed that the lessons of the Hadiye Asemani textbooks on SHAD with 102 frequencies (84.28%) had paid more attention to the components of the game, but had not considered the components of the gamification. The findings of Shannon’s entropy also showed that the component of an entertaining game in the Hadiye Asemani textbooks had the highest Coefficient of Importance (wj), (1.47) and the component of dramatic game in the Amozesh Qur’an text books in the primary schools had the highest Coefficient of Importance (wj), (0.34). Furthermore, the entertaining game component on SHAD for the Hadiye Asemani textbooks has the highest Coefficient of Importance (wj), (0.30) and the entertaining game component has the highest Coefficient of Importance (wj), (0.51).
Results: Therefore, it can generally be concluded that the educational content for game and gamification has not paid attention to all dimensions and components, and, has played a very poor role especially in the content for gamification.