Comparing the Effect of Animated films and Video Games on Self-Regulated Learning of Primary School Students

Document Type : Original Article

Authors

1 Animation and Cinema Dept., Faculty Stuff, Faculty of Art and Architecture, Tarbiat Modares University

2 Tarbiat Modares University

3 Farhangiyan university of Mazandaran, Mazandaran, Iran

Abstract

Introduction: learning activities based on digital technologies such as video games and animated films have been tested in schools and universities in recent years with the aim of facilitating and deepening learning. New media can attract students' attention more, because novelty arouses the sense of curiosity and the sense of curiosity increases the desire to acquire knowledge. Considering the popularity of new media in the field of education, the present research was conducted with the aim of comparing the effectiveness of video games and educational animation on improving the self-regulation skills of primary school students. Method: this study was a quasi-experimental study with a pre-test-post-test design, and its statistical population consisted of all fifth grade female students of hadith primary school in 1402-1403. Using available sampling method, 64 students were randomly selected and placed in two groups of game and animation. Pintrich self-regulation questionnaire was used to collect data. Results: data analysis using t-test and u-man-whitney test showed that video games improved self-regulation skills in fifth grade students more than animation (p < 0/032). Discussion and conclusion: therefore, it can be concluded that playing video games by students increases the self-regulation skill and its components due to features such as involvement and interaction with the content, and the activation of the learner.

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