Journal of Research in Educational Systems

Abstract Objective: The purpose of the present study was to investigate the effect of AI-based gamified assessment on students' self-directed learning and creative self-efficacy.
Method: The research method was a quasi-experimental pre-test/post-test control group design. The statistical population included all Master's students in Educational Technology at Chabahar International University. A sample of 50 students was selected using convenience sampling and randomly assigned to two groups: experimental and control (25 students in the experimental group and 25 students in the control group). The data collection instruments included the Self-Directed Learning Questionnaire by Cheng et al. (2010) and the Creative Self-Efficacy Scale by Beghetto (2006).
Results: The data were analyzed using analysis of covariance (ANCOVA). The findings of the research showed that AI-based gamified assessment has a significant effect on self-directed learning. Specifically, AI-based gamified assessment has a significant effect on learning motivation in planning and implementation, self-monitoring, and interpersonal communication. Furthermore, AI-based gamified assessment has a significant effect on creative self-efficacy.
Conclusions: Based on these findings, it can be concluded that students exposed to gamified assessment demonstrated greater autonomy in managing their learning process and exhibited higher confidence in applying creativity in educational situations. Given the positive impact of gamified assessment on self-directed learning and creative self-efficacy, it is suggested that students take advantage of gamified learning opportunities and actively participate in interactive educational activities. Utilizing these approaches can lead to the strengthening of self-regulatory skills, confidence in individual abilities, and the fostering of their creativity in solving educational problems.

Abstract The purpose of this study is to investigate the role of media literacy in predicting attitudes toward e-learning of students and professors in the corona. The present study was applied in terms of descriptive-survey research method. The statistical population of the study includes all students and professors of Payame Noor University of Kerman, of which 473 (366 students and 107 professors) were selected by stratified random sampling. Data collection tools included Seyed Taghavi (2007) e-learning attitude questionnaire and phalsafi media literacy (2014). Data were analyzed using one-sample t-test, Pearson correlation coefficient and multiple regression. Findings showed that the attitude towards e-learning among students, professors and the whole research sample with a significance level of less than 0.05 is significantly higher than the average (4) (P <0.05). The status of media literacy among students, professors and the whole research sample with a significance level of 0.001 is significantly higher than the average (3) (P <0.01). There is a positive and significant relationship between media literacy and attitudes toward e-learning in students and professors during the Corona era (P <0.01). The media literacy variable positively and significantly predicted the attitude towards e-learning in students and professors during the coronation period (p <0.01, β = 0.81). Based on the results, it is possible to increase the media literacy skills of students and professors by holding training courses to create a positive attitude towards e-learning.