Thesis:

The effectiveness of game fiction-based educational design on problem-solving skills and academic cohesion

Abstract The purpose of this study was to investigate the effectiveness of game-based learning on problem-solving skills and academic cohesion among third-grade male elementary school students. This study was a quasi-experimental design with a pre-test and post-test control group. The population consisted of all male third-grade elementary school students in the first district of Tehran during the 2023-2024 academic year. The sample was selected using a multi-stage cluster random sampling method, and 40 students were randomly assigned to two groups: experimental (n = 20) and control (n = 20). The data collection tools included a standard problem-solving skills questionnaire and an academic cohesion questionnaire. The experimental group received game-based education for eight sessions, while the control group received regular instruction. The data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed that there was a significant difference between the two groups in problem-solving skills and academic cohesion (p < 0.05). In other words, game-based education significantly improved problem-solving skills and increased academic cohesion among students. The findings of this study suggest that using game-based approaches in educational settings can be an effective way to enhance cognitive and emotional skills among students and improve the quality of the learning process.

Keywords: Keywords: Gamification, problem-solving skills, academic cohesion, elementary education, quasi-exper