Document Type : Original Article
Authors
1
1. PhD student, Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
2
Assistant Professor, Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
3
Associate Professor, Department of Educational Management, Faculty of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
4
Associate Professor, Faculty of Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.
10.22098/ael.2024.14952.1427
Abstract
Gamification implementation in children's education has always faced obstacles such as lack of time to prepare the game, teachers' lack of methodological knowledge, and lack of resources. Accordingly, it is necessary to study gamification from the perspective of learning approaches, including social constructivism, which emphasizes social interaction between learners.
research methodology: This research under interpretive paradigm and with a qualitative approach based on Grounded theory seeks to present a gamification model of preschool children's education with a social constructivist approach. The data was collected through in-depth interviews with 12 children's education specialists, especially people with experience in implementing children's education at the preschool level and managers of preschool centers in Tehran and 8 university professors. The resulting data categorized using MAXQDA version 2020 software and based on the Foundation's Grounded theory in three stages of open, central and selective coding.
Findings: The education gamification concept in the constructivist learning environment was chosen as the central phenomenon. Causal conditions placed in four categories of curriculum content factors, institutional factors, kindergarten manager's motivations and attitudes, and teacher's facilitation, and the four main categories include teacher training, designing a constructivist learning environment, encouraging children through external motivations and learning environment chosen as action and reaction strategies. The intervening factors identified in three categories of the child's freedom of action in the classroom, family and classroom management, kindergarten suitable environment, and access to resources, and cultural-social environment determined as underlying factors and finally the consequences categorized.
Keywords
Main Subjects
)