Background: Today, education and technology are intertwined, and e-learning, as a useful tool in this field, has had a significant impact on learning and teaching methods. In this regard, gamification, by using game motivational elements and components and game design methods, has been able to create significant changes in the learning process. On the other hand, mindfulness refers to the ability to pay attention to the present moment and accept experiences without judgment, which can help reduce stress and increase concentration in learning. Considering these concepts, this study examines the effect of a gamification-based mindfulness training package on students' decision-making styles.
Objective: The aim of the present study was to determine the effectiveness of mindfulness training using gamification on students' decision-making styles.
Method: The study was a quasi-experimental study with a pretest-posttest design with a control group and its statistical population included sixth grade female students in District 9 of Tehran in the academic year 1402-1403. The research sample consisted of 34 students who were randomly assigned to the experimental group (17 people) and the control group (17 people). The participants in the first experimental group received mindfulness training using gamification for 8 weeks. The research tool included the Scott and Bruce Decision-Making Styles Questionnaire.
Findings: The data collected using descriptive statistics (mean and standard deviation) and inferential statistics (one-way multivariate covariance test) at a significance level of 0.05 showed that the average scores of decision-making styles (rational, intuitive, immediate) of the experimental group were significantly higher than those of the control group.
Conclusion: Based on the findings of this study, it can be concluded that mindfulness training using gamification can be effective in improving students' decision-making styles.