ﺑﺮرﺳﯽ راﻫﮑﺎرﻫﺎي ﺗﻮﺳﻌﻪ آﻣﻮزش ﻫﺎي ﻓﺮﻫﻨﮕﯽ از ﻃﺮﯾﻖ ﺑﺎزي ﻫﺎي راﯾﺎﻧﻪ اي ﺑﺎ ﺗﺄﮐﯿﺪ ﺑﺮ ﮔﯿﻤﯿﻔﯿﮑﺸﻦ

Improving Cultural Education Through Computer Games with an Emphasis on Gamification

اﯾﻦ ﺗﺤﻘﯿﻖ ﮐﻮﺷﺶ دارد، ﻓﺎرغ از ﻧﮕﺎه آﺳﯿﺐ ﺷﻨﺎﺳﯽ ﺑﻪ ﺑﺎزي ﻫﺎي راﯾﺎﻧﻪ اي، راه ﮐﺎرﻫﺎي ﺗﻮﺳـﻌﻪ آﻣﻮزش ﻫـﺎي ﻓﺮﻫﻨﮕﯽ از ﻃﺮﯾﻖ ﺑﺎزي راﯾﺎﻧﻪ اي ﺑﺎ ﺗﺄﮐﯿﺪ ﺑﺮ ﮔﯿﻤﯿﻔﯿﮑﯿﺸﻦ را ﺑﺮرﺳﯽ ﻧﻤﺎﯾﺪ. اﯾـﻦ روش ﺑـﻪ ﻣﻌﻨـﺎي اﺳـﺘﻔﺎده از ﺷﯿﻮه ﻫﺎي ﺑﺎزي در ﻣﺤﯿﻂ ﻫﺎي ﻏﯿﺮ ﻣﺮﺗﺒﻂ ﺑﺎ ﺑﺎزي ﻫﺎي راﯾﺎﻧﻪ اي اﺳﺖ ﮐﻪ از ﺟﺪﯾﺪﺗﺮﯾﻦ ﺷﯿﻮه ﻫﺎي ﻣﻮرداﺳﺘﻔﺎده ﮐﻤﭙﺎﻧﯽ ﻫﺎي ﺑﺰرگ دﻧﯿﺎ اﺳﺖ. از ﻣﯿﺎن ﻧﻈﺮﯾﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي، ﻧﻈﺮﯾﻪ ﯾﺎدﮔﯿﺮي ﻣﺸﺎﻫﺪه اي ﺑﻨﺪورا ﺑﻪ ﻋﻨﻮان ﻧﻈﺮﯾـﻪ ﻣﺤﻮري و از ﻧﻈﺮﯾﻪ ﻫﺎي ﺑﺎزي، ﻧﻈﺮﯾﻪ ﮔﺎرﻧﯿﻪ و ﻣﺪل اﻧﮕﯿﺰﺷﯽ ﮐﻠـﺮ اﻧﺘﺨـﺎب ﺷـﺪه اﺳـﺖ. ﺑـﺮ اﯾـﻦ اﺳـﺎس، ﭘﺮﺳﺸﻨﺎﻣﻪ اي ﺑﺮاي ﭘﺎﺳﺨﮕﻮﯾﯽ ﻧﺨﺒﮕﺎن اﯾﻦ ﺣﻮزه، اﻋﻢ از ﺗﻮﻟﯿﺪﮐﻨﻨﺪﮔﺎن، ﮐﺎرﺷﻨﺎﺳﺎن و ﺻﺎﺣﺐ ﻧﻈﺮان ﺑـﺎزي، ﺗﺪوﯾﻦ ﺷﺪ ﮐﻪ در ﭘﻨﺞ ﺑﺨﺶِ ﻣﺸﺨﺼﺎت ﻓﺮدي، ﻣﯿﺰان اﻫﻤﯿﺖ ﻋﻨﺎﺻﺮ ﺑـﺎزي در آﻣـﻮزش و ﯾـﺎدﮔﯿﺮي، ﻣﯿـﺰان اﻫﻤﯿﺖ ﻣﺆﻟﻔﻪ ﻫﺎي آﻣﻮزش و ﯾﺎدﮔﯿﺮي درﺑﺎزي ﻫﺎي راﯾﺎﻧﻪ اي، ﻣﯿﺰان ارﺗﺒﺎط ﻋﻨﺎﺻﺮ ﺑﺎزي و ﻣﺆﻟﻔﻪ ﻫﺎي ﯾﺎدﮔﯿﺮي و ﻣﯿﺰان اﻫﻤﯿﺖ ﻋﻨﺎﺻﺮ ﻣﺪاﺧﻠﻪ ﮔﺮ در آﻣﻮزش ﺑﻪ اﯾﺸﺎن اراﺋﻪ ﮔﺮدﯾﺪ. ﯾﺎﻓﺘﻪ ﻫﺎي ﺑﻪ دﺳﺖ آﻣﺪه ﻧﺸﺎن ﻣﯽ دﻫﺪ ﮐـﻪ در آﻣﻮزش ﻫﺎي ﻓﺮﻫﻨﮕﯽ ﺑﯿﺸﺘﺮﯾﻦ ﻣﯿﺰان اﻫﻤﯿﺖ از ﻣﯿﺎن ﻋﻨﺎﺻﺮ ﺑﺎزي ﻣﺮﺑﻮط ﺑﻪ «ﮔﯿﻢ ﭘﻠﯽ و ﮐﺎرﮔﺮداﻧﯽ روﻧـﺪ ﺑﺎزي» اﺳﺖ و ﻧﯿﺰ در ﺗﺤﻠﯿﻞ ﻣﯿﺰان راﺑﻄﻪ ﻋﻨﺎﺻﺮ ﺑﺎزي و ﻣﺆﻟﻔـﻪ ﻫﺎي ﯾـﺎدﮔﯿﺮي، ﺑﯿﺸـﺘﺮﯾﻦ ﻣﯿـﺰان ﻫﻤﺒﺴـﺘﮕﯽ ﻣﺮﺑﻮط ﺑﻪ راﺑﻄﻪ ﻋﻨﺼﺮ «اﻣﮑﺎن ﮔﺮوﻫﯽ ﺑﺎزي ﮐﺮدن» ﺑﺎ ﻣﺆﻟﻔﻪ «ﺑﺮاﻧﮕﯿﺨﺘﻦ ﺣﺲ رﻗﺎﺑﺖ ﭘﺬﯾﺮي» اﺳﺖ. درﺗﻮﻟﯿﺪ ﺑﺎزي ﻫﺎي راﯾﺎﻧﻪ اي ﺗﻮﺟّﻪ ﺑﯿﺸﺘﺮ ﺑﺮ ﮐﺪام ﻣﺆﻟﻔﻪ ﺑﯿﺸﺘﺮﯾﻦ ﺗـﺄﺛﯿﺮ را ﺑـﺮ ﻣﺨﺎﻃـﺐ از ﻣﻨﻈـﺮ ﻓﺮﻫﻨﮕـﯽ دارد؟ اراﺋـﻪ ﭘﯿﺸﻨﻬﺎدﻫﺎي ﮐﺎرﺑﺮدي ﺑﻪ ﻣﺪﯾﺮان ﻓﺮﻫﻨﮕﯽ ﮐﺸﻮر، ﭘﯿﺸﻨﻬﺎد ﻣﻌﺎدل ﻓﺎرﺳﯽ ﺟﺪﯾﺪ ﺑﺮاي اﯾﻦ ﻋﺒـﺎرت و ﻧﯿـﺰ اراﺋـﻪ ﻣﯿﺰان ارﺗﺒﺎط ﺑﯿﻦ ﻋﻨﺎﺻﺮ ﺑﺎزي و ﻣﺆﻟﻔﻪ ﻫﺎي آﻣﻮزش و ﯾﺎدﮔﯿﺮي از ﻧﻮآوري ﻫﺎي اﯾﻦ ﭘﮋوﻫﺶ اﺳﺖ.

Regardless to pathologic point of view, this paper attempts to investigate methods, in order to develop cultural educations through computer games by insisting on “Gamification”. This method therefore uses gaming style in environments irrelevant to computer games, which is one of the most recent methods used by giant companies. Among “Learning Theory”, “Observatory learning theory of Bandura” and from “Game Theory”, “Garnie's Theory and Clare's Motivational Model” selected as the principal theories. Hence, a survey is provided in five main sections that are, personal specifications, the importance of computer-games’ elements in teaching and learning, the amount of intercommunication between games’ elements and importance of interventional elements presented to this area’s experts to respond, such as producers, technical experts and pundits. New findings report that in cultural educations the most important parameters between games’ elements are “Game-play and directing the procedure of the game”, and in analyzing the intercommunication between games’ and learning elements, the hugest amount of correlation belongs to the element of “the possibility of playing in a group” and “ competition motivation”. It also suggests that for producing computer games including cultural materials, concerning about which element will lead to more effects on users. Suggesting applicable ideas to cultural directors of a country, suggesting a Persian expression for this purpose and presenting the amount of intercommunication between games’ elements and learning-teaching elements is the outcome of an innovation from this research.