Effectiveness of Gamified Scratch-Based Learning Environment on Self-Efficacy, Perceived Usefulness, and Response Efficacy Among Students

Background: With the rise of new technologies, education has increasingly integrated technology into teaching and learning processes, which enhances the appeal and effectiveness of educational content while fostering students’ skills for future challenges. This study aimed to examine the effectiveness of a gamified smart course on students’ self-efficacy, perceived usefulness, and response efficacy regarding technology integration in teaching.Methods: This research used a quasi-experimental design with pre-test and post-test measures, including a control group. The participants were all seventh-grade female students from schools in Ahvaz, Iran, during September ۲۰۲۳ to May ۲۰۲۴. A total of ۴۰ students were selected and divided into two groups of ۲۰. They were randomly assigned to either the experimental group (which used a gamified smart learning approach) or the control group (which followed traditional teaching methods). Data were gathered using standard questionnaires assessing online learning self-efficacy, perceived usefulness, and response efficacy. The experimental group received instruction through game-based e-learning software, while the control group was taught using conventional methods. Data analysis was conducted using univariate Analysis of Covariance (ANCOVA) with SPSS version ۲۶.Results: At baseline, independent t-tests revealed no significant differences between the experimental and control groups in self-efficacy (experimental: ۷۳.۲۰±۲.۳۳; control: ۷۱.۴۰±۱.۸۲, p= ۰.۵۶), perceived usefulness (experimental: ۱۲.۳۵±۰.۴۰; control: ۱۱.۸۵±۰.۳۷, p= ۰.۱۲), and response efficacy (experimental: ۹.۹۰±۰.۵۵; control: ۹.۳۵±۰.۵۸, p= ۰.۱۴). Following the intervention, ANCOVA analyses controlling for pre-test scores demonstrated significant group differences across all three outcomes. The experimental group showed higher post-test self-efficacy (۸۹.۵۵±۲.۹۹) compared to the control group (۶۹.۳۰±۱.۵۸), p < ۰.۰۰۱. Perceived usefulness was greater in the experimental group (۱۳.۳۵±۰.۳۲) than in the control group (۱۱.۳۵±۱.۴۷), p= ۰.۰۰۱. Response efficacy was significantly higher in the experimental group (۱۳.۲۰±۰.۸۹) compared to the control group (۹.۴۵±۰.۴۰), p< ۰.۰۰۱. These findings confirm the positive impact of the intervention on all three outcomes.Conclusion: The findings highlight the potential of gamified smart courses as a valuable educational tool. Future studies could investigate their long-term effects and applicability in diverse educational settings.

کلیدواژه ها:

Educational Technology ، Self Efficacy ، Perception ، Teaching ، Students ، Computer-assisted instruction ، Video games